English teachers' perspectives of online TESOL cert. programs and curriculum for In-service teacher training

김인정 韓國外國語大學校 大學院 2009 국내석사

Most of TESOL educational institutes are providing quality certificate programs. However, after completing the short period of certificate program, teachers have difficulty in finding next level ongoing teacher training courses or programs except MA programs. Actually, some of online TESOL certificate programs and overseas on-campus programs seem to provide multi-level in-service training courses, but they are either of questionable quality or of low accessibility to Korean teachers. The purpose of the research is to investigate in-service teachers’ training needs and finally to suggest an appropriate model of TESOL certificate program to provide ongoing professional development opportunities for English teachers. The survey result shows that teachers want to develop their English proficiency first of all and hope to get practical training on specific teaching technique especially of speaking and writing as well as how to handle teaching aids from evaluation to development and from printed materials to multimedia. It was also found that 68.8% of in-service teachers prefer the online or blended in-service TESOL courses due to time and cost efficiency. ‘The blended TESOL program for in-service teacher training’ which is suggested in this thesis consists of three parts; 1) certificate program; 2) professional development(PD) program; and 3) English development(ED) program. All three programs are provided mainly online and they will be carried out highly interactively through CMC technology and some of the courses will accompany offline session for micro-teaching or practice. The program also will function as a resource of self-study materials and teaching materials such as lesson plans. Teachers will be able to pursue the expertise and excellence of their teaching competence as well as forming professional networking within the program. In order for this program to be successful, it needs to be constant modification and revision upon the learner’s feedback. 현재 우리나라 사교육 분야에서 영어를 가르치는 강사들에게 TESOL 단기과정은 선호도와 만족도가 높은 교사 교육 프로그램으로 자리잡고 있다. 그러나 대부분의 과정들이 단기과정으로 그치고 있어 TESOL 석사 학위를 제외하고는 지속적인 교육을 받을 수 있는 후속 프로그램을 찾아보기 어렵다. 일부 외국의 TESOL 단기과정이나 온라인 과정들이 다양한 내용의 프로그램을 제공하고 있는 것으로 보이나 우리나라의 in-service 영어강사들이 선택하기에는 질적인 면이 충족되지 못하거나 현실적으로 쉽게 선택할 수 없는 것들이다. 이에 본 연구자는 이 논문을 통해 in-service 영어강사들의 교육 니즈를 파악하고 이를 충족시킬 수 있는 TESOL 단기과정의 모델을 제시하고자 한다. 설문조사를 통해, 현장 강사들은 우선적으로 자신들의 영어능력을 향상시킬 수 있는 교육을 원하는 동시에 보다 실용적인 교육을 필요로 하는 것으로 나타났다. 즉 그들은 이론적인 교육보다는 말하기, 쓰기 등의 구체적인 언어기능을 가르치는 교수방법과 요령 등 배울 수 있는 과정을 원했다. 뿐만 아니라 교재의 선택 및 개발과 멀티미디어와 같은 다양한 수업자료에 대한 실질적인 정보와 실습을 원하고 있었다. 이는 TESOL 단기과정을 이미 이수한 강사들에게서도 공통적으로 나타나는 교육 니즈였다. 또한 응답자의 68.8%가 시간과 공간의 효율성을 기하기 위해 오프라인 과정보다는 온라인이나 온라인과 오프라인을 병행한 ‘blended’과정을 선호했다. 이 논문을 통해 제시되고 있는 ‘ in-service 영어강사를 위한 blended TESOL 단기과정’은 위에서 언급된 현장 강사들의 니즈를 충족시킬 수 있도록 개발되었다. 이 과정은 세 가지 세부 과정으로 구성되어있다. 첫째, 기존의 단기과정들이 온라인으로 제공되는 Certificate 프로그램, 둘째, Certificate 프로그램이 끝난 후에도 지속적으로 선택 수강할 수 있는 Professional Development 프로그램, 마지막으로 영어능력을 개발할 수 있는 English Development 프로그램이 그 내용이다. 대부분의 강좌는 온라인으로 제공되되 활발한 의견교환과 상호작용이 가능할 수 있도록 이메일이나 온라인 토론 등의 다양한 CMC 기술이 적용될 것이다. 또한 온라인 강좌의 효율성을 극대화하기 위해 시범 수업 등은 과목에 따라 오프라인으로 진행되게 구성되어 있다. 뿐만 아니라 이 모델은 TESOL 단기과정이 단순히 교육을 하고 받는 기능뿐만 아니라 영어강사들간의 지속적인 네트워킹이 가능하도록 고안되었다. 즉, 현장강사들이 교육을 받은 후에라도 언제든지 온라인 상의 모임의 장을 통해 의견 교환과 자료 공유를 할 수 있으며, 다양한 영어학습 자료 및 수업자료를 축적하여 그들에게 방대한 리소스의 기능을 할 수 있도록 하였다. 궁극적으로 현장 강사들은 이 프로그램을 통해 지속적인 교수능력의 개발과 영어능력개발 및 강사들간의 정보교환이 가능하게 될 것이다. 이 모델은 지속적인 만족도 조사와 보완을 통해 보다 효율적인 강사교육의 역할을 할 수 있을 것으로 기대된다.

(A) comparative analysis of English teacher training qualifications in Turkey and Korea

Gun, Havva Graduate School, Korea University 2017 국내석사

The aim of this study is to compare qualification of English language teachers based on policies, curriculum of English Language education departments and teacher pre-service practicum in Turkey and Korea. This study, focusing on the English language teacher education system, explores ways to prepare teachers for new standards and policies which could be set between English language teaching professionals and education policy makers. Suggestions are made about English Language teacher qualification and teachers’ satisfaction on the basis of the study’s findings. This research was conducted using qualitative and quantitative research methods. The process of qualification, activities and administration in the two education systems were investigated through interviewing, 5 likert-scale survey and e-mail responses of English language teachers who studied in the department of English at Korea University, Seoul National University in Korea, Marmara University and Gazi University in Turkey. The findings indicate there are vast differences between the two countries’ English language education not only in terms of the English teacher training policy but also the satisfaction regarding the evaluation and training process of English teachers and senior students based on curriculum and practicum in English language education department of the universities. There are big differences between Turkey and Korea in regards to curriculum contents, teaching practicum implementation and teacher employment test method. While most of Korean participants prefer the Turkish practicum stage as an alternative, Turkish participants approached the Korean practicum in a positive light, but most participants revealed that duration of the practicum is quite short. On the other hand, both nations’ participants stated that they were satisfied with their own curriculums but Turkish participants’ satisfaction was seen higher than Korean participants in English language departments. Bu çalisma, Türkiye ve Kore’nin İngilizce oğretmenliği eğitimini, üniversite müfredati ve öğretmenlik stajerliği alanında analiz yaparak iki ülke arasındaki İngilizce öğretmenliği bölümlerinin müfredatını inceleme ve karşılaştırmayı amaç edinmiştir. Yabancı dil öğretmeni eğitimi üzerine odaklanan bu calisma, İngilizce öğretimi profesyonelleri ve politika oluşturanları tarafından gerçekleştirilebilecek yeni standartlar ve uygulamalar için iki ülkenin İngilizce öğretmeni yetiştirme yollarını incelemekte ve öneriler sunmaktadır. Bulgular orta ve lise İngilizce öğretmenliği eğitimini inceleyerek yabancı dil öğretmen niteliğine bir bakış açısı sunmaktadır. E-mail yanıtları, repörtaj ve de 5-likert soru kalıbıyla ölçülen üniversitelerin İnligizce öğretmenliği bölümü müfredatı ile stajerlik uygulamaları karşılaştırılmıştır ve bu programda eğitim görmüş katılımcıların memnuniyetleri analiz edilmiştir. Sorular Türkiye’de Marmara ve Gazi Üniversitesinde, Kore’de Seoul Ulusal Devlet Üniversitesi ile Korea Üniversitesi öğrencileri üzerinden uygulanmıştır. Araştırma sonucunda iki ülkenin İngilizce öğretmenliği programları müfredat ve stajerlik açısından açık fark göstermektedir ayrıca bu programda eğitim görmüş olan kişilerin memnuniyetleri de farklı alanlarda görülmüştür. Koreli öğretmenler Türk stajerlik sistemini alternatif olarak daha fazla tercih ederken, Türk öğretmenler Kore stajerliğine pozitif yaklaşırken süreç olarak yeterli bulmamışlardır.

Learning experiences of Korean teacher-learners in an in-service teacher education course on teaching english in english

고은영 서울대학교 대학원 2013 국내박사

In the social context of Korean government’s reform drives for English public school education, new demands are placed upon English language teachers. To meet the demands and to pursue professional learning, in-service English teachers are expected to learn throughout their career. In this sense, they are teacher-learners, i.e., learners of teaching. This study aimed at understanding how a group of English teachers perceived their learning experiences in an in-service teacher education course on teaching English in English. Specifically, it focused on their learning experiences and the learning contexts which shape the learning opportunities for the English teachers. This study was conducted in an in-service English teacher education program based in a national university. The study took a qualitative approach of a case study which investigated learning experiences of twenty-three Korean teachers of English at the secondary level divided in two classrooms. Social constructivism and a sociocultural perspective were adopted as the theoretical lens through which teacher learning was examined. Based on class observations, interviews, and analyses of reflective journals and program documents, the study was guided by two research questions: 1) What are the learning contexts in two classrooms of an ELT course Teaching Methodologies and Teaching Practicum? and 2) How do Korean teachers of English perceive their learning to teach English in English in the learning contexts of two different classrooms? Several significant findings that emerged from this study are as follows: First, the learning contexts in two classrooms of Teaching Methodologies and Teaching Practicum were shaped differently through interaction among the teacher educators, the teacher-learners, and the learning tasks. The personal conceptions of teaching and learning of two teacher educators, Mr. Taylor and Ms. Wright, influenced the instructional use of the learning tasks, and the tasks mediated the character and the quality of the classroom activities that the teacher-learners engaged in. Second, the learning experiences of the two groups of teacher-learners were common in seeing the possibilities and benefits of teaching English in English (TEE). For both groups, the course provided ample opportunities to practice TEE in comfortable and supportive learning environment. Through the collaborative classroom activities of learning to teach English in English, the teacher-learners gained more confidence in speaking English and discovered more possibilities and benefits of incorporating TEE in their classroom teaching. Third, the two groups of teacher-learners in two different classrooms developed different perception of the effective TEE skills. For many teacher-learners in Mr. Taylor’s class, teaching English only in English effectively meant developing TEE skills for the purpose of promoting communication in English and fostering more student engagement in the classroom learning. In contrast, for the teacher-learners in Ms. Wright’s class, they meant various strategies and techniques for effectively delivering learning content to their students. Fourth, the teacher-learners perceived some changes in attitudes during the five-month course. Many teacher-learners in both Mr. Taylor and Ms. Wright’s classes perceived positive changes in their attitudes toward themselves and English teaching. They set up new goals to incorporate TEE in their English classrooms. Interestingly, in Mr. Taylor’s class, there were some teacher-learners who felt more responsibilities for modifying what they had learned in the course to make them feasible in their context of teaching. This study indicates that the English teacher education programs should be more attentive to what and how the teacher-learners actually learn in the classrooms in order to understand and help teacher learning. Specifically, more attention should be given to the role of mediation that teacher educators and the learning tasks undertake in teacher learning. Some pedagogical implications are suggested along with a discussion of limitations of this study and suggestions for future research.

Korean secondary-school english teachers' perceptions on the 2015 curriculum implementation

김윤희 International graduate school of english 2017 국내석사

최근 고시된 2015 개정 교육과정은 2018년부터 전국의 중고등학교에 단계적으로 시행될 계획이다. 이에 따라 이 연구는 2015 개정 영어교육과정에서 중등영어교사에게 요구하는 역량에 대한 교사의 인식을 역량의 중요도, 적용도, 보유도의 관점에서 조사하였다. 그리고 중등영어교사가 새로운 교육과정을 실행하는데 있어 방해가 되는 요인과 교사의 역량 보유도에 영향을 미치는 요인을 밝히고 이를 바탕으로 2015 개정 교육과정의 실행에 영향을 미치는 요인들 간의 관계를 조사하였다. 기존 연구를 바탕으로 전문가 서면 인터뷰와 중등영어교사와의 인터뷰를 통해 설문지를 개발한 후, 93명의 전국 중고등학교 영어교사를 대상으로 역량에 대한 인식과 교육과정에 대한 태도 및 근무환경적 요인에 대해 설문조사를 실시하였다. 이후 확인적 요인분석(CFA)을 수행하여 설문지의 타당성을 확인하고, 교사의 역량에 대한 인식과 태도 및 근무환경적 요인 사이의 상관관계를 SPSS 20로 분석하였다. 높은 상관관계를 보이는 요인들을 중심으로 AMOS 18을 이용하여 경로분석을 실시한 결과, 교육과정실행모형(CIM)이 제안되었다. 이 모형은 교사의 교육과정에 대한 태도 및 지식과 교사의 협력적 근무환경이 교사의 2015 개정교육과정의 실행의지에 큰 영향을 미치는 결정요인임을 보여준다. 이 결과는 새로운 교육과정의 성공적 실행을 위해 중등 영어 교사 교육에 새로운 시각을 제공하고 앞으로 2015 개정 교육과정의 실행을 위해 나아갈 교사교육 및 정책의 방향을 제시한다. The revised national curriculum of Korea was announced in 2015. It is being implemented in stages from 2018 in secondary schools nationwide. Whenever a new curriculum is introduced, teachers strive to determine whether it is an improvement and whether it is executable. Teachers’ judgements about whether a new curriculum is necessary and applicable to their teaching contexts are important because it has a direct effect on uptake and implementation, as teachers’ execution of the changes largely determines the success of the new curriculum This study was undertaken to investigate how Korean secondary school English teachers perceive the required competencies deemed important to execute the 2015 national English curriculum. Also, it identified to what extent they rate themselves capable relative to those core competencies. Finally, it predicted barriers to implementing the new curriculum. Research methods include expert written interviews for validating the competencies and a survey of 93 Korean secondary school English teachers to ascertain perceptions, attitudes, and contextual factors. A path analysis was conducted to suggest a model using AMOS 18, which shows clear explanation that teachers’ attitudes and knowledge about the curriculum and cooperative working environment of teachers are the determinants which have a great influence on teachers’ will to implement the 2015 revised curriculum. It provides direction for secondary school English teacher development in order to successfully implement the new 2015 English curriculum.

초등학교 영어몰입교육에 대한 교사의 인식

김혜영 전북대학교 교육대학원 2011 국내석사

기독예비영어교사의 모의수업에 나타난 교사발화의 양상 분석

연요섭 총신대학교 교육대학원 2017 국내석사

The aims of this study is to investigate christian pre-service teachers’ teacher talk in their teaching demonstrations based on the conceptions of perspective teacher talk of Jesus as christian pre-service teachers and to confirm not only the coincidence between the practical use and conception of perspective teacher talk of christian pre-service teachers’ but also the conclusive evidence of Jesus’ talk is trustworthy as teacher talk in educational. The target of the study are 20 university students who participated in the microteaching class in the year of 2015. The study is originated in a quantitative analysis data which is transcribed by christian pre-service teachers on teacher talk in teaching demonstrations and result of qualitative analysis on the perception with an aspect of Jesus’ talk as a good teacher talk. This analysis observed the typical patterns and forms of teacher talk of Jesus especially focused on the Luke ch.7:36-50 and Luke ch.9:18-27. Consequently, first, the work proved a point of agreement on awareness of teacher talk between pre-service teachers’ in teaching demonstrations and their conceptions of preferable teacher talk of Jesus’. Second, the work proved that Jesus’ patterns and aspect of talk is consistent with pre-service teachers’ teacher talk in teaching demonstrations. Basically, it seems that Jesus uses simply easy questions and understandable talk, but when it comes to the scaffolding, or display question, Jesus has strategic methods that makes people to realize by scaffolding and gives potential waiting time line of interval in his teaching so that the opposite figure out to find out what the real answer they need. It is no doubt that Jesus also uses lots of different type talk which belongs to the teacher talk, for example, referential question, emotional compliment, parable, etc. Third, There has been significant evidence that the IRF in verses shows Jesus uses not only one or two type of pattern at once but also uses multiple ways. One of the most biggest part of proven is Jesus’ compassion in love for human itself and it is infiltrated to maximize effect of educating men and to use those all of teacher talk

(The) adjustment process of sojourning English language teachers

Slagoski, Jeremy Daniel UMI Dissertation Publishing ProQuest LLC 2014 국내박사

A proposal for improving pre-service English teacher education programs in Korea

이상옥 UMI 1979 국내박사

Teaching English for the first time: Anxiety among Japanese elementary-school teachers

Machida, Tomohisa University of Illinois at Urbana-Champaign 2011 해외박사(DDOD)

English language education officially started in Japanese elementary schools in 2009. Homeroom teachers, whether experienced or not, are responsible for teaching the subject to students. Additionally, teachers are often required to team-teach with a native English speaker. It is plausible that Japanese teachers are anxious about teaching English. This study investigated Japanese teachers' English anxiety and its sources. Teachers' anxiety-coping strategies were also examined. English anxiety includes (a) anxiety about a teacher's own English proficiency and (b) anxiety about teaching English. There were 133 Japanese elementary school teachers participating in the present study, as well one native English teacher, and three in-service teacher trainers. The Teacher Foreign Language Anxiety Scale (Horwitz, 2008), the Situational Teaching Anxiety Scale, follow-up interviews, and a survey were used in this study. Data showed that 77.4% of teachers were anxious about their own English proficiency, and 90.2% of them were anxious about teaching English. The sources of anxiety included lack of experience and training for teaching English and lack of confidence in English communication. Teachers experienced two phases of anxiety, depending on their English teaching experience. The study also has educational implications for less-experienced teachers who have to understand that there are two phases of anxiety. Furthermore, support by the city board of education is important for diminishing teachers' anxiety. Keywords: English language education, anxiety, elementary school, teacher.

Pre-service English Teachers’ Views on Teaching Practicum during COVID-19 : A Case Study

장소정 경희대학교 대학원 2022 국내석사

The purpose of this case study is to investigate pre-service secondary English teachers’ views on teaching practicum during COVID-19. As online English Language Teaching can be offered regardless of time and space, it was abruptly and inevitably adopted into English classes in secondary schools in the world as well as in Korea due to the pandemic since the first semester in 2020. Accordingly, pre-service English teachers had to conduct their practicum online English classes along with offline classes since then. Such a hybrid format of teaching practicum has been continued for almost two years and is highly likely to expand with the development of online teaching tools and changes in instructional modes even after the pandemic. Given such drastic changes occurred up to now, it is necessary to investigate pre-service teachers’ views on the hybrid teaching practicum. The existing studies on teaching practicum, however, has mostly focused on offline teaching practicum only. Given the lack of research on the online or hybrid teaching practicum in English language teaching(ELT), this study poses the research questions as follows; First, what are the pre-service English teachers’ views on the advantages and disadvantages of hybrid practicum program? Second, what are the pre-service teacher’s views on the usefulness of their hybrid teaching practicum in their future teaching? To examine the two questions above, the researcher conducted in-depth interviews with 5 pre-service English teachers who had experienced the hybrid teaching practicum. The data was collected through 2 to 3 rounds of interviews. The first interview was all conducted by phone for about one hour due to the pandemic. The follow-up interviews were carried out via phone, email, or text messages based on the participants’ preference for about 30 minutes. The collected interview data was transcribed and read numerous times to find participants’ recurring or particular views on their hybrid teaching practicum. In doing so, this study categorized their views through open and thematic coding in terms of advantages, disadvantages, and usefulness of the hybrid teaching practicum. The results of this study showed that the participants found both online and offline teaching practicum were complementary to each other. First, they were satisfied with the online teaching practicum in that it prompted them to have more opportunities to observe and practice multimedia use in language classes while they felt dissatisfaction due to the lack of interaction with student during online classes. However, they could observe more active interaction between the teachers and students during offline classes. Second, they pointed out offline teaching practicum was conducted in traditional methods, which they could not see diverse instructional aids including multimedia or other tools in class, but they felt there were more interaction between the head teachers with students, between the participants and students, and among students. Third, they also agreed that a hybrid teaching practicum was a useful experience for their future teaching. Therefore, this study has implication given that the hybrid teaching practicum has a positive influence on pre-service teachers’ experience even if it needs to be supplemented. In addition, the hybrid teaching practicum is worth continuing even after the pandemic, regarding its advantages and usefulness. Thus, more in-depth follow-up studies on the effectiveness of hybrid teaching practicum are required. In sum, it is highly probable that even after the pandemic, the hybrid teaching practicum is necessary in order for pre-service English teachers to prepare for their future online teaching or a hybrid teaching. This is more so online communication tools are increasingly used in all the sectors in society and the world as well as in school. Accordingly, prospective as well as in-service teachers should be geared to cope with such transformations in preparing themselves even after the post new normal era.