영어교과 교육과정평가에 대한 중등학교 영어교사들의 인식

• Published in: 영어어문교육 Vol. 24; no. 4; pp. 127 - 147
• Main Author: 이병천(Lee Byeong-Cheon), 김희경(Kim HeeKyoung)
• Format: Journal Article
• Language: Korean
• Published: 한국영어어문교육학회 31.12.2018; The English Teathers Association in Korea
• Subjects: 영어와문학; English Curriculum Evaluation; 영어 교과 교육과정 평가; 교육과정평가; School-level Curriculum Evaluation; 사후 검증; English Teachers’ Perceptions; Post-hoc Test; 영어 교사 인식
• ISSN: 1226-2889

School-based curriculum evaluation has been one of the core issues in curriculum planning, implementation, outcome, and feedback of the holistic curriculum process to next curriculum planning stage. In line with the significance of the curriculum evaluation, the research in the field of subject specific curriculum evaluation should be conducted for English teachers to customize their unique curriculum evaluation. Under this situation, this study has attempted to explore the secondary school English teachers’ perceptions on the significance degree of curriculum evaluation criteria, drawing implications for setting curriculum evaluation criteria. To achieve this purpose, the order of the criteria was analyzed by using Likert scale, and analysis of variance, and Scheffė post-hoc test were employed. The analysis revealed that, first, the curriculum evaluation criteria and components should be selected by reflecting subject teachers’ perceptions when applying it into school-level curriculum evaluation. Second, certain evaluation criteria was perceived more significant in a specific school level or school scale, suggesting that the curriculum evaluation criteria needs to be differentiated by each variable such as school-level or school-scale. A couple of suggestions were made for further research in this area such as an introduction of various research methodologies, and ways of developing and strengthening curriculum evaluation autonomy. KCI Citation Count: 0