earticle

영어

Utilizing a national survey, this study examines current elementary teachers' perception of the elementary English teacher training program. 1,248 teachers responded including 642 English specialist teachers and 606 non-English specialist teachers. Among them, 330 took advanced courses in English education and 911 took advanced courses in other majors. There are five major findings. First, all groups of teachers responded that understanding and use of English teaching methodology and fluent English proficiency are the two most important requirements to be English specialist teachers. Second, teachers responded positively to the effectiveness of their elementary teacher training programs at their respective colleges. Third, teachers responded positively to the use of English in the instruction of advanced courses in English education. Fourth, teachers responded positively to the effectiveness of teaching practicums. Fifth, teachers responded negatively to the installment of a separate teacher training program in order to train future elementary English specialists. Overall, teachers tend to be satisfied with their college teacher training programs. Nevertheless, findings suggest that curriculum revision is strongly recommended to strengthen the quality of the teacher training program and to improve teachers' English proficiency.