Critical Reflection, EFL Education Reforms, and the Role of EFL Teacher Education

• 발행기관: 한국영미어문학회
• 저자명: Cheongmin Yook
• 간행물 정보: 『영미어문학』영미어문학 제99호, 269~286쪽, 전체 18쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2011.06.30

영문 초록

This study presents critical reflection as an effective and practical means EFL teacher education programs in Korea must embrace in their efforts to deal with issues caused by the mismatch between grammar-focused, reading-based, and teacher-centered beliefs held by Korean (prospective) EFL teachers and fluencyfocused, communicative-activity-oriented, and student-centered teaching practices recommended by the Ministry of Education, Science, and Technology’s (MOE’s) Communicative-Language-Teaching-based reforms. The study starts with a brief historical overview of the increasing interest in reflection as a means of dealing with complexities and challenges teachers face in their teaching practices. This overview is followed by an analytic review of previous studies that evidence the integral role that teachers’ beliefs play in educational reforms. The study also attends to studies that provide empirical evidence for the conflict between beliefs held by Korean (prospective) EFL teachers and demands of EFL education reforms initiated by the MOE. The study then argues for critical reflection as an effective (perhaps the most effective) solution for the conflict and discusses what critical reflection is. The study concludes by emphasizing that EFL teacher education programs in Korea must invest time and resources to develop carefully structured and guided procedures if they want to prepare their students to be practitioners of critical reflection.

목차

Ⅰ. Introduction

Ⅱ. EFL Education Reforms and the Role of EFL Teacher Education

Ⅲ. Conclusion: Provision of Detailed Guidance and Feedback

References

Abstract

키워드

critical reflection teachers’beliefs reforms teacher education