초등 영어 수업에서의 문화 교육에 대한 예비 교사들의 인식 질적 탐구


A Qualitative Study of Pre-service Teachers’ Perceptions on Culture Education in Elementary English Classes


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The purpose of this study was to investigate how pre-service teachers of elementary schools perceive culture-related contents in the 2015 national curriculum of English, the necessity of teaching culture in English classes, and English-culture integrated lessons. Total 26 pre-service teachers who were seniors and enrolled in the course ‘Elementary English Education and Culture’ participated in the study. The data were collected from two sources - the participants’ papers in which they described their thoughts and reasons toward the culture-related contents in the curriculum and the necessity of teaching culture, and their lesson plans for English-culture integrated teaching. A theme-based data analysis revealed the following: 1) the pre-service teachers perceived the culture-related contents positively, but they also expressed their concerns that the curriculum doesn’t provide important information such as achievement standards for teaching culture, 2) 25 out of 26 participants agreed strongly upon the necessity of teaching culture with various reasons, and 3) the pre-service teachers’ perceptions on English-culture integrated lessons converged into three aspects - how to select cultural contents, how to integrate English and culture, and how to make elementary students understand various cultures without prejudice.


I. 서론
II. 이론적 배
1. 초등학교 영어과 교육과정에서의 문화 교육
2. 문화 교육에 대한 교사 인식
3. 선행 연구
III. 연구 방법
1. 연구 참여자
2. 자료 수집 및 분석
IV. 연구 결과 및 논의
1. 교육과정에 제시된 문화 교육에 대한 인식
2. 영어 수업에서의 문화 교육 필요성에 대한 인식
3. 영어-문화 통합 수업에 대한 인식
V. 결론 및 제언
Works Cited


  • 정은숙 Jeong, Eunsook. 춘천교육대학교


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