In the Korean language education for overseas Koreans, the problem of the provision of professional teachers is still the biggest problem. In order to solve this problem, there have been reeducation programs at home and abroad in order to train professional teachers, but it is not done smoothly due ...
In the Korean language education for overseas Koreans, the problem of the provision of professional teachers is still the biggest problem. In order to solve this problem, there have been reeducation programs at home and abroad in order to train professional teachers, but it is not done smoothly due to time and space constraints. Therefore, teachers’ guidebook has less restrictions on time and place and it is expected to be a good tool to provide non- professional teachers with guidance on Korean language education.
Therefore, this study aims to analyze the current teachers’ guidebooks of Korean language textbooks for overseas Koreans, and to find out problems and suggest improvement plans, considering that the guidebooks for Korean language teachers can serve as a tool to strengthen their professionalism and reeducation.
Chapter 1 clarified the purpose of the study and reviewed previous studies related to teachers’ guidebooks. Since previous studies on Korean language teachers’ guidebooks for overseas Koreans have not been conducted yet, this researcher examined the studies on Korean education teachers’ guidebooks and Korean language teachers' guidebooks.
Chapter 2 analyzed the current status and characteristics of Korean language education for overseas Koreans and Korean language curriculums for overseas Koreans in order to analyze Korean langage teachers’ guidebooks for overseas teachers. The characteristics of Korean language education of overseas Koreans were divided into learners, teachers, teaching and learning environments of overseas Koreans, and presented the basic principles of analyzing Korean language teachers’ guidebooks for overseas Koreans by looking into Korean language schools’ standard curriculums. In addition, the concept, role and development status of the teachers' guidebooks were examined. This study defined the concept of teachers’ guidebooks and summarized the role of teachers’ guidebooks presented in previous research as five roles.
In Chapter 3, new analysis criteria applying the basic principles of the Korean language curriculum for overseas Koreans were suggested by referring to the analysis criteria for the guidebooks of other subjects and for Korean language, based on the analysis criteria presented in the previous study. The analysis criteria were divided into five categories: overall composition, unit composition and content, linguistic information, cultural information and evaluation system, and presented analysis items and detailed criteria for each category.
Chapter 4 analyzed 16 kinds of 112 guidebooks of Korean language teachers for overseas Koreans issued by the National Institute for International Education(NIIED), which are currently being distributed to Korean language schools, based on the analysis criteria of Korean teachers’ guidebooks for overseas Koreans presented in Chapter 3. Chapter 5 presented the problems and improvement plans for each category based on the analysis results. Finally, Chapter 6 summarized the contents of this study and concluded with the significance of the study.
Through the analysis results and improvement plans suggested in this study, it is hoped that the studies on Korean langage textbooks and teachers for overseas Koreans will be continued and the quality of Korean language education will improve in the future.
In the Korean language education for overseas Koreans, the problem of the provision of professional teachers is still the biggest problem. In order to solve this problem, there have been reeducation programs at home and abroad in order to train professional teachers, but it is not done smoothly due to time and space constraints. Therefore, teachers’ guidebook has less restrictions on time and place and it is expected to be a good tool to provide non- professional teachers with guidance on Korean language education.
Therefore, this study aims to analyze the current teachers’ guidebooks of Korean language textbooks for overseas Koreans, and to find out problems and suggest improvement plans, considering that the guidebooks for Korean language teachers can serve as a tool to strengthen their professionalism and reeducation.
Chapter 1 clarified the purpose of the study and reviewed previous studies related to teachers’ guidebooks. Since previous studies on Korean language teachers’ guidebooks for overseas Koreans have not been conducted yet, this researcher examined the studies on Korean education teachers’ guidebooks and Korean language teachers' guidebooks.
Chapter 2 analyzed the current status and characteristics of Korean language education for overseas Koreans and Korean language curriculums for overseas Koreans in order to analyze Korean langage teachers’ guidebooks for overseas teachers. The characteristics of Korean language education of overseas Koreans were divided into learners, teachers, teaching and learning environments of overseas Koreans, and presented the basic principles of analyzing Korean language teachers’ guidebooks for overseas Koreans by looking into Korean language schools’ standard curriculums. In addition, the concept, role and development status of the teachers' guidebooks were examined. This study defined the concept of teachers’ guidebooks and summarized the role of teachers’ guidebooks presented in previous research as five roles.
In Chapter 3, new analysis criteria applying the basic principles of the Korean language curriculum for overseas Koreans were suggested by referring to the analysis criteria for the guidebooks of other subjects and for Korean language, based on the analysis criteria presented in the previous study. The analysis criteria were divided into five categories: overall composition, unit composition and content, linguistic information, cultural information and evaluation system, and presented analysis items and detailed criteria for each category.
Chapter 4 analyzed 16 kinds of 112 guidebooks of Korean language teachers for overseas Koreans issued by the National Institute for International Education(NIIED), which are currently being distributed to Korean language schools, based on the analysis criteria of Korean teachers’ guidebooks for overseas Koreans presented in Chapter 3. Chapter 5 presented the problems and improvement plans for each category based on the analysis results. Finally, Chapter 6 summarized the contents of this study and concluded with the significance of the study.
Through the analysis results and improvement plans suggested in this study, it is hoped that the studies on Korean langage textbooks and teachers for overseas Koreans will be continued and the quality of Korean language education will improve in the future.
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#재외동포 한국어 교육 교사용 지도서
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