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The purpose of this study is to develop Teacher’s Guide Book for Korean language learners and teachers of overseas Koreans. The Teacher’s Guide Book is an essential tool for overseas Korean teachers to improve their weak expertise and raise the quality of the classes to a certain level.
However, the study found out the currently developed Teacher’s Guide Books for overseas Korean teachers are not meeting the actual needs of the teachers. For this reason, this study aimed to develop guidelines which meet the needs of the teachers.
Chapter 1 stated the purpose, needs of the study and the previous studies. Chapter 2 set the premise of the discussion by looking at the status of overseas Korean education and the concept of Teacher’s Guide Book. In chapter 3, the survey results of 151 Korean language teachers from overseas were reported and analyzed for the components needed in Teacher’s Guide Book. Teacher’s Guide Book assessment tool for overseas Koreans was developed and presented in chapter 4. With the tool, the existing Teacher’s Guide Books were evaluated. The result has shown many problems, so the study suggested some possible improvements. In chapter 5 development principles based on chapters 3 and 4 were proposed, and with it 『맞춤한국어(프랑스어권) 3』, a Teacher’s Guide Book of overseas Koreans, was reconstructed.
This study has its significance on ...

The purpose of this study is to develop Teacher’s Guide Book for Korean language learners and teachers of overseas Koreans. The Teacher’s Guide Book is an essential tool for overseas Korean teachers to improve their weak expertise and raise the quality of the classes to a certain level.
However, the study found out the currently developed Teacher’s Guide Books for overseas Korean teachers are not meeting the actual needs of the teachers. For this reason, this study aimed to develop guidelines which meet the needs of the teachers.
Chapter 1 stated the purpose, needs of the study and the previous studies. Chapter 2 set the premise of the discussion by looking at the status of overseas Korean education and the concept of Teacher’s Guide Book. In chapter 3, the survey results of 151 Korean language teachers from overseas were reported and analyzed for the components needed in Teacher’s Guide Book. Teacher’s Guide Book assessment tool for overseas Koreans was developed and presented in chapter 4. With the tool, the existing Teacher’s Guide Books were evaluated. The result has shown many problems, so the study suggested some possible improvements. In chapter 5 development principles based on chapters 3 and 4 were proposed, and with it 『맞춤한국어(프랑스어권) 3』, a Teacher’s Guide Book of overseas Koreans, was reconstructed.
This study has its significance on reflecting the teachers’ opinions and applying these new findings for the development of the Teacher’s Guide Book. Through this study, the difficulties of Korean language teachers in overseas will possibly be reduced and be helpful to the actual teaching sites.

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