CAJ | 학술논문

本文是对两名国际汉语教师个人实践性知识的个案研究，探讨国际汉语教师的教学理念与实践及其成因，以增进对国际汉语教师专业发展的了解。研究表明，这两名教师都有各自的核心理念来指导教学实践，并发现两名教师的个性、成长过程、学习经历、文化背景以及她们对自己身份的意识均在不同程度上影响其核心理念的形成。文章讨论了本研究对教师培养的启示，并希望有更多这方面的研究，因为对国际汉语教师个人实践性知识的研究不仅能为师资教育和培训提供参考，而且会丰富教育界和第二语言教学界对教师知识的研究与认识。
본문시대량명국제한어교사개인실천성지식적개안연구，탐토국제한어교사적교학이념여실천급기성인，이증진대국제한어교사전업발전적료해。연구표명，저량명교사도유각자적핵심이념래지도교학실천，병발현량명교사적개성、성장과정、학습경력、문화배경이급저문대자기신빈적의식균재불동정도상영향기핵심이념적형성。문장토론료본연구대교사배양적계시，병희망유경다저방면적연구，인위대국제한어교사개인실천성지식적연구불부능위사자교육화배훈제공삼고，이차회봉부교육계화제이어언교학계대교사지식적연구여인식。
This paper reports on case studies of two international Chinese language teachers ~ personal practical knowledge and explores their teaching theories and practice, in order to gain insight into their professional development. It is found that each teacher has developed their own dominant image to guide their practice, which was shaped by factors such as their personality, schooling experience, cultural background, and awareness of their identity. The paper then discusses the implications of these findings for international Chinese language teacher education and invites more studies on teachers＇ personal practical knowledge so as to broaden and deepen our understanding of international Chinese lan- guage education in different contexts.