The Continuing Professional Development of Korean English Teachers: An In-depth Look at Longer-term Impact

• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: Ju-Youn Sim
• 간행물 정보: 『영어교육연구』제27권 1호, 69~90쪽, 전체 22쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2015.03.01

영문 초록

The central focus of this article concerns the longer-term impact of an in-service teacher training (INSET) course in Korea on teachers’ classroom practice. A small-scale qualitative research study involving classroom observation and interviews was carried out during a period of six months before and after an INSET course. Analysis showed that the teachers faced some challenges in implementing the new ideas, which hampered longer-term impact on their actual classroom practice. However, as a result of the INSET course the teachers’ confidence and motivation increased and this led to better career prospects and affected their professional identity. Some important implications for language teacher training from the study are discussed to highlight how the longer-term impact of INSET could be increased: (i) INSET should provide ongoing support, such as a mentoring system, to promote the continuing development of skills after the course; (ii) INSET should consider teaching contexts sensitively, especially large and mixed-ability classes; and (iii) trainees continue their professional development under their own initiative, even after the INSET course.

목차

I.INTRODUCTION

II.LITERATURE REVIEW

III. METHOD

IV.RESULTS AND DISCUSSION

V. CONCLUSION

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