초등영어 교사의 교수,학습에 대한 신념의 양상과 역할

This study explored four elementary school teachers` beliefs about teaching English and discovered how their beliefs influenced their teaching practice. An in-depth individual interview was conducted for the study. The study demonstrates that teachers had some beliefs in common, while other beliefs differed between one another. Their common beliefs were shaped by the collective experience of teaching English in the elementary school. The beliefs that differed between individual teachers were formed by their personal teaching and learning experiences as well as local contexts of the classroom. It was discovered that the teachers made efforts to put their beliefs into practice using whatever resources that were available to them. They could not implement what they believed, however, when it involved global social context. This study suggests that teachers` voice should be heard in order to improve elementary English education, and that more attention should be paid to teachers` beliefs in teacher education programs. (Daegu National University of Education, Daegu Cheong-rim Elementary School)