The current study was designed to verify the contents of Test of Teaching Korean as a Foreign Language. By analyzing actual questions from the previous tests, the current study attempted to examine whether the test has been set according to the origin... The current study was designed to verify the contents of Test of Teaching Korean as a Foreign Language. By analyzing actual questions from the previous tests, the current study attempted to examine whether the test has been set according to the originally proposed guidelines and rules for the test. Two approaches were utilized to achieve the purpose of this study in examining actually inquired questions from the 1st test to the 10th test of Test of Teaching Korean as a Foreign Language. The first approach was to see whether the questions were generated in accordance with the guidelines of Test of Teaching Korean as a Foreign Language. The second perspective was based on the viewpoint of a ‘knowledge to teach’, which can considered as real knowledge of a Korean language teacher. The part was measured by assessing each section of Test of Teaching Korean as a Foreign Language based on Pedagogical Content Knowledge (PCK). In testing the validity of the contents of Test of Teaching Korean as a Foreign Language, five principles; 1) structure of knowledge, 2) complexity of cognition, 3) representativeness of the knowledge, 4) balance of knowledge, and 5) comprehensiveness of knowledge, were used. So to speak, in order to increase the validity of the contents of Test of Teaching Korean as a Foreign Language, the test should include structure of knowledge, complexity of cognition, representativeness of the knowledge, balance of knowledge, and comprehensiveness of knowledge. In other words, questions of the test should be organized to able to measure representativeness of knowledge that Korean language education emphasizes and comprehensiveness that Korean language education has any relationships with other elements in balance (balance of knowledge) on the basis of actual knowledge (structure of knowledge) and high level of comprehensive thinking (complexity of cognition) rather than focus on theoretical and academic knowledge. For the current study with the purpose, the manuscript consists of five chapters as follows. In Chapter 1, the purpose of the current study and research method were discussed. In the section of research method, five principles of content validity (structure of knowledge, complexity of cognition, representativeness of the knowledge, balance of knowledge, and comprehensiveness of knowledge) were explained. As of today, there was no attempt to utilize the five principles as evaluation standards for content validity in Korea language education. Therefore, the current study would act as a pioneering study in the research of Korean language evaluation. In Chapter 2, the professionalism and the expertise of the Korean teacher were discussed in order to measure content validity of Test of Teaching Korean as a Foreign Language as theoretical backgrounds. In addition, the concept and the components of Korean language teaching ability as well as the PCK as a ‘knowledge to teach’ which can be considered as real knowledge of Korean language teacher were deliberated. In this manuscript, knowledge of the subject content, knowledge of teaching methods, knowledge of the learner, knowledge of the curriculum, and knowledge of Korean study as a regional study were addressed as the components of PCK. It is somewhat meaningful that the current study attempted to understand Test of Teaching Korean as a Foreign Language associated with PCK. In Chapter 3, on the basis of the theoretical backgrounds discussed in Chapter 2, the actual questions from the first 10 times of Test of Teaching Korean as a Foreign Language were analyzed. The analyses of the questions, were conducted compared to the questions guidelines of the test based on the five criteria of content validity (structure of knowledge, complexity of cognition, representativeness of the knowledge, balance of knowledge, and comprehensiveness of knowledge). The contents of the questions were assessed to see whether the questions actually corresponded to the Ⅲ quadrant of the figure 3 “Structure and area of knowledge of Korean language teacher.” In Chapter 3, it is important and meaningful that the entire questions of the first 10 times of Test of Teaching Korean as a Foreign Language were evaluated and domain theory of Korean teacher through figure 3 "Structure and area of knowledge of the Korean language teachers” were newly presented. In Chapter 4, Test of Teaching Korean as a Foreign Language was analyzed from the point of view of PCK of Schulman as "knowledge to teach." PCK consist of knowledge of subject content, knowledge of teaching methods, knowledge of the learner, knowledge of the curriculum, and knowledge of Korean study as a regional study. The results of the analyses revealed that questions regarding knowledge subject content mostly appeared in the areas of applied linguistics, Korean language, and general linguistics. As a foreign language, Korean education also included a large number of questions for knowledge of subject content and teaching methods, but showed a small number of questions for learning's curriculum and knowledge of the learner. Finally, questions of general culture, arts, history were mostly asked for knowledge of Korean study as a regional study. And Korean literature was presented as questions about knowledge of subject content. In Chapter 4, there was an academic contribution to the field by utilizing PCK in order to understand Test of Teaching Korean as a Foreign Language. Chapter 5 summarizes the results of the analyses of the current study. In conclusion, it is highly recommended that questions of upcoming Test of Teaching Korean as a Foreign Language should be generated after sufficient consideration to provide high levels of content validity based on structure of knowledge, complexity of cognition, representativeness of the knowledge, balance of knowledge, and comprehensiveness of knowledge. In other words, questions of Test of Teaching Korean as a Foreign Language should be able to have well balance of knowledge and comprehensiveness of knowledge among other elements of contents with due consideration. At the same time, based on the basic guidelines of the test, it is very important for the test to focus on overall thinking and ability of a preliminary Korean teacher for cognitive complexity by asking genre integration questions rather than description type of knowledge by asking simple knowledge. In addition, PCK based-questions using structure of knowledge and representative of the knowledge should be asked for Korean teachers to use practically in the field rather than questions based on theoretical and academic knowledge. 참고문헌 (Reference) |
