우수 초등 영어교사의 전문성 발달에 관한 사례 연구

• 영문명: A case study of expert elementary English teachers’ professional development.
• 발행기관: 한국초등영어교육학회
• 저자명: 주순옥 안경자 Ju, Soon Ok Ahn, Kyungja
• 간행물 정보: 『초등영어교육』제21권 2호, 261~288쪽, 전체 27쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2015.06.30

영문 초록

This study aims to explore the professional development of expert elementary English teachers, specifically focusing on their teacher cognition, instructional practices, and processes of teacher expertise. Five to eight lessons were observed per teacher (19 classes total), and three to five interviews with each teacher were conducted (18 interviews total). 30-60 students per teacher were surveyed (124 students total), and three to six students per teacher (12 students total) were interviewed. A school administrator of each teacher was also interviewed. Other data include teaching journals, students’ learning logs, and the certification of attending teacher education programs. The findings showed the teachers’ prior learning and teaching experiences strongly influenced their teacher cognition, which is closely related to their instructional practices and teacher expertise. They made efforts to apply what they had learned from English learning, teaching, and teacher education programs to their own classroom teaching in accordance with the context. The teachers developed professionally as they reflected on their lessons and learned to teach continuously with open-mindedness and a sense of ownership, implemented learner-centered instruction by considering their students' responses and learning outcomes, and contributed to the school community as expert teachers. Important implications regarding English teachers’ professional development are discussed.

목차

Ⅰ. 서론

Ⅱ. 이론적 배경 및 선행연구

Ⅲ. 연구 방법

Ⅳ. 연구 결과 및 논의

V. 결론 및 제언

키워드

교사인지(teacher cognition) 교수실행(instructional practices) 전문성 발달(professional development) 초등영어(elementary English)