CAJ | 학술논문

本文研究了外语教师知识发展中经验的作用。作者通过对117名教师的问卷调查，发现经验对外语教师知识的发展并不总是起促进作用。经验是教师实践性知识的主要生成场所，但是经验还可以重组、分化教师的理论知识。其中重组的作用对外语教师的语言能力特别明显，其结果是造成教师的语言能力退化。经验对教师的学科教学能力的主要作用是分化，分化出什么知识先发生作用，什么知识后发生作用。经验对外语教学学科知识并不一视同仁，在有些知识的发展方面，经验仅仅起辅助作用。最后作者提出，外语教师教育要充分重视职前教育的干预手段研究，而不应任由自主实践主宰外语教师的成长，这是保证外语教师专业性的重要措施。
본문연구료외어교사지식발전중경험적작용。작자통과대117명교사적문권조사，발현경험대외어교사지식적발전병불총시기촉진작용。경험시교사실천성지식적주요생성장소，단시경험환가이중조、분화교사적이론지식。기중중조적작용대외어교사적어언능력특별명현，기결과시조성교사적어언능력퇴화。경험대교사적학과교학능력적주요작용시분화，분화출십요지식선발생작용，십요지식후발생작용。경험대외어교학학과지식병불일시동인，재유사지식적발전방면，경험부부기보조작용。최후작자제출，외어교사교육요충분중시직전교육적간예수단연구，이불응임유자주실천주재외어교사적성장，저시보증외어교사전업성적중요조시。
The author studied the role of experience in reconstructing foreign language teacher＇s knowledge through a survey of 117 novice and experienced teachers in two groups. The results show that experience is not always facilitative to practical knowledge in spite of the fact that experience is the major ground where teacher＇s practical knowledge changes. Experience is also able to modify teacher＇s knowledge through a reconstructing process in which FL knowledge generally undergoes attrition while PCK undergoes rapid diversification. The diversification process is highly related to the teacher＇s development of ＂people skills＂, rather than teaching experience. Finally the study suggests that one＇s experience and one＇s reflection on this teaching experience should not be taken as the best way to develop teacher＇s practical knowledge, especially in the pre-service training stage when the strategies of intervention are critical for producing qualified new teachers due to the complex relationship between knowledge based on people skills and the degree of maturity of novice teachers in the training program.