교사 자질 분석을 통해 본 한국어 교사 교육

Abstract

The purpose of this study to determine Korean language institutes’ needs of Korean teacher’s qualifications through an analysis of recruitment notices for Korean language teachers (total 283 cases) and the recruiting processes of major Korean language institutes (application review, teaching demonstrations, and interviews, 9 cases). Based on this analysis, this study recommends content and methods for Korean language teacher training. Through an examination recruitment notices, approximately 82% of the notices required teaching experience, and 61% of the notices mention foreign language skills as mandatory or preferred qualification. Therefore, it is necessary to establish a practical system to practice teaching in an authentic Korean class situation for the students who are major in teaching Korean language to obtain ‘work experience.’ Also, foreign language related subjects must be offered to satisfy the needs of recruitment notices, and to develop a ‘learner’s perspective experience.’ The most important element of the application review is one’s teaching Korean career. One’s major is second, and one’s teaching qualifications or teacher training certification is considered third. The most important elements of the recruitment notices are the Korean teaching experience and major. As for the teaching demonstration, explaining the grammar effectively, the power of delivery with voice and way of applicant’s speaking, preparation, and teaching style which is suitable for its institute were considered important. For the interview, the applicant’s attitude was considered the most important, and the answer for the question is considered second, and the applicant’s enthusiasm and personality are ranked equally. The current curriculum for Korean language teaching and Korean teacher training are organized based on the standardized curriculum established by the Framework Act of the National Language Enforcement. However, it differs from what the academic research or the Korean language institutes wants for their Korean teachers’ qualifications. The expectation of this study is that its contents are reflected on the curriculum of Korean language teaching departments and teacher training, so that it can help to equip higher qualifications for Korean teachers.