영어 협동수업에 대한 교사들의 인식 및 학습자의 정의적 영역에 미치는 영향

Abstract

The purpose of this study is to investigate Korean English Teachers’ (KETs) perceptions of team-teaching (TT) with Native English Teachers (NETs) in an elementary school setting, the effect of TT experiences on various aspects of students’ affective domains. To answer this research purpose, Three research questions are formed: First, can differences be observed in the affective domains of students between experiences in collaboratively-taught lessons and lessons conducted solely by a KET? Second, what perceptions of collaborative teaching do KETs who have engaged in TT hold? Third, what suggestions can be made to promote effective TT in collaborative teaching environments? To collect the data, students (n=158) from two elementary schools are participated in this study. A cohort of volunteers of KETs from an online community of KETs (n=53) were surveyed regarding their experiences with and opinions about TT. Additionally, an interview with an NET was conducted. To annalize the data, SPSS is used to suggest an objective reason of the results. The results show that specific differences between the affective domain factors of intrinsic motivation, extrinsic motivation, and interest were found between student experiences in TT vs exclusively KET-led classes, with increased motivation and interest being reported in the TT environment. Differences in student-reported anxiety were not observed between KET-led and collaboratively-taught classes. Also the data shows a majority (45) of KETs surveyed reported positive opinions of TT due to its beneficial effects upon students’ affective domains, an increased class participation rate, and the opportunity for exposure to authentic English and native speaker pronunciation. Concerns however were expressed regarding negative aspects of TT such as increased workload, lack of communication with NETs, and a lack of government support. Based on the data, key suggestions are made to improve the implementation of effective team-teaching: ameliorating the quality of NETs such as through requiring increased training or qualifications; increasing communication and the time available for co-planning and relationship-building between KETs and NETs; and creation and dissemination of materials and training programs to specifically support effective team-teaching.