읽기 부진 지도 경험 유무에 따른 중등 국어 교사의 인식 차이 연구

초록

This study examines the perceptions of teachers with and without experience in teaching struggling readers, focusing on key instructional challenges and improvements. Using a mixed-methods approach, surveys and in-depth interviews were conducted with secondary Korean language teachers (N=75) to explore their views on diagnosis, reading comprehension patterns, and instructional strategies. Findings indicate that experienced teachers were more skeptical of literacy assessment results (61.5%), whereas inexperienced teachers expressed greater trust (69.4%). Inexperienced teachers perceived narrative texts as easier (66.7%), while experienced teachers reported comprehension difficulties (t(73) = 2.870, p = .007). Although most teachers (64.1%, 66.7%) supported individualized instruction, implementation remained challenging (χ²(1) = 5.930, p = .015). These results suggest the need for improved diagnostic tools, differentiated instruction for narrative and informational texts, and enhanced individualized support in classrooms. This study provides empirical insights into how teaching experience shapes teacher’s perceptions, offering implications for teacher training and education policy.

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