파초작품(芭蕉作品)의 해학성(諧謔性)에 관한 일고찰 : 「 배해(俳諧」의 어원을 중심으로

안경자 한국일어일문학회 1985 日語日文學硏究 Vol.6 No.1

초등영어교사의 정체성 발전을 위한 교사교육 모형 개발 및 적용

안경자 서울교육대학교 초등교육연구원 2018 한국초등교육 Vol.29 No.1

This study aims to develop a teacher education model for the identity development of primary English teachers. It also examines the effects of the model on the teachers’ professional development when it was applied in a teacher education course. In addition, the teachers’ perceptions of English teacher identities and the factors that affect their identities were investigated. The participants were 18 graduate students registered in a class on second language teacher education taught by the researcher. Pre- and post-survey responses, autobiographic essays, and reflective journals were collected and qualitatively analyzed using content analysis. The findings are as follows: Firstly, the application of the teacher education model helped the participants to understand the theory, practice, and research in English teacher education as well as to reflect on and develop their identities as English teachers. Also, the teacher education course facilitated the teachers’ awareness of primary English teachers’ role identities and field-based communication between teachers. Thus, the teacher education course provided the teachers with various professional development opportunities. Secondly, the teachers realized English teacher identities existed distinct from homeroom teacher identities and indicated that their English teacher identities changed and developed in their relationships with students, other teachers, and administrators within the context the teachers were located. Thirdly, the teachers revealed the identities of nonnative English teachers, teacher learners, teacher researchers, and English users as well as of primary English teachers. Lastly, the teachers’ professional identities were affected by factors connected with the teachers’ personal backgrounds (English and English instructional skills), institutions (whether they taught English as English subject teachers or as homeroom teachers, teachers’ relationships and co-teaching with native English teachers, learners’ proficiency levels and responses to teachers’ instruction, working conditions of the schools where the teachers were employed), teacher education programs they had participated in (programs in the graduate school of education, intensive English teacher training programs, other teacher education programs), and the macro-structure (national English curriculum and English educational policies). Important implications for teachers, teacher educators, and policy makers regarding English teacher education, development of English teacher identities, and English teachers’ professional development are discussed. 본 연구는 초등영어교사들의 정체성 발전을 위한 교사교육 강좌를 개발하여 적용한 효과를 고찰하고, 초등영어교사들의 정체성에 대한 인식 및 이에 영향을 미치는 요인을 조사했다. 모형이 적용된 강좌를 수강하는 초등교사 18명을 대상으로 사전 설문조사 및 자서전적 에세이, 1, 2차 성찰일지 및 사후 설문조사로 수집된 자료를 질적으로 분석한 결과는 다음과 같다. 첫째, 초등영어 교사교육 모형을적용한 결과 교사들은 초등영어 교사교육의 이론, 실제 및 연구에 대한 인식을 고양하게 되었고, 초등영어교사 정체성을 성찰하고 발전시키게 되었다. 또한 초등영어교사 역할 정체성을 명시화하게 되었고, 초등영어교사들의 현장 기반 소통이 향상되었다. 이처럼 교사교육 모형이 적용되면서 초등영어교사들은 전문성 신장의 기회를 가졌다. 둘째, 교사들은 초등영어교사 정체성이 교사들이 처한 맥락 안에서 학생, 교사, 관리자와의 관계 속에서 확립되며 변하고 발전되는 것으로 인식하고, 담임교사 정체성과는 구별해 인식했다. 셋째, 교사들은 초등영어교사 정체성 이외에도 비원어민 영어교사, 교사학습자, 교사연구자, 영어사용자의 정체성도 드러냈다. 넷째, 초등영어교사 정체성에 영향을 미친 요인은개인적 배경요인(교사의 영어능력 및 영어교수능력), 근무 학교(영어전담교사 여부, 원어민 교사 및 원어민 교사와의 협력수업, 학습자 수준 및 반응, 근무 학교 맥락), 교사교육 프로그램(대학원 프로그램, 심화연수 등 직무연수) 및 국가의 거시적 맥락(국가교육과정 및 영어교육정책)인 것으로 나타났다. 본연구결과는 영어 교사교육, 영어교사의 정체성 형성과 발달 및 전문성 신장과 관련해 교사, 교사교육가 및 정책입안자에게 중요한 시사점을 던져주고 있다.

羅 稻香과 그의 作品世界

安京子 이화여자대학교 문리대학 한국어문학회 1962 韓國語文學硏究 Vol.4 No.-

Learning to Write Academic English: A Sociocultural Perspective on L2 Learners’ Writing Portfolios

안경자 한국응용언어학회 2009 응용 언어학 Vol.25 No.2

This case study examines how ESL writing portfolios act as an effective tool for documenting the development of ESL writers and act in support of reflective practice. Sociocultural theory was adopted as a theoretical lens to understand the growth of L2 writers. Two ESL students and their instructor participated in this study. The data sources included writing portfolios, a survey, course materials, class observation, and notes from informal communication with the teacher. The findings indicated that, mediated by writing portfolios, the students were able to reflect on their writing process and progress over the semester and thereby obtain insights into their own writing. However, the results revealed different developmental paths for the two writers. One student focused on the teacher and the grade within the writing classroom and his internalization of the concepts taught in the writing class had only begun to emerge. In contrast, the other student was highly aware of audience and writing principles, expanding her outlook beyond the classroom. She showed more complete internalization and carried new understandings about English writing from one instructional context to another. The findings have important implications for using portfolios in writing classes as well as teaching and learning second language writing.

나우족

안경자 문예운동사 2008 문예운동 Vol.- No.98

영어교육에 게재된 영어 교사교육 관련 연구 분석

안경자 한국영어교육학회 2015 ENGLISH TEACHING(영어교육) Vol.70 No.5

This study investigates 95 articles on English teacher education published in English Teaching for the past 50 years. Remarkable changes have been made in research methodology and research focus. In particular, six themes emerged from the selected articles and were discussed: (1) teacher qualifications and roles, (2) teacher training and professional development, (3) teacher cognition and perceptions, (4) teacher professional identities, (5) teacher talk, (6) teacher evaluation. Finally, pedagogical implications and directions for the future research are suggested.

베트남

안경자 문예운동사 2023 수필시대 Vol.21 No.겨울

Do innovative technologies bring about innovative instructional practices? A case study of a Korean EFL teacher’s class under the curricular reform context

안경자 한국멀티미디어언어교육학회 2009 멀티미디어 언어교육 Vol.12 No.2

This case study examines how a Korean university-level EFL teacher’s use of innovative technologies such as the Internet and multimedia materials influenced his instructional practices, specifically under the CLT-based curricular reform context. In order to understand the teacher’s instruction and the context, Engeström’s activity system model (1987, 1993, 1999) was employed as a theoretical and analytical framework. Five two-hour lessons and interviews with the teacher and his four students were audio/video-taped and analyzed using grounded content analysis (Bogdan & Biklin, 1998). While the teacher continued to use new technologies throughout the term, his actual instructional practices focused on repetition drills and pronunciation correction. He justified his instructional practices based on a combination of student resistance to the communicative approach and his own belief that accurate pronunciation is essential before communication can be taught. Thus, he failed to use these technologies to their potential to develop students’ L2 use as proposed by the curricular reforms. These findings indicate that using technologies does not necessarily bring about innovations in a teacher’s instructional practices. Rather, teaching practices are influenced by teacher beliefs, students’ normative ways of participating in schooling, and the educational, social, and cultural contexts in which a specific classroom is situated. This study has important implications for policy makers, teacher educators, and teachers themselves concerning teaching L2 in technology-based classrooms within the context of curricular reform.

초등영어 예비교사 정체성 및 이에 영향을 미치는 요인: 현직교사의 관점에서

안경자 한국영어학회 2018 영어학 Vol.18 No.4

Ahn, Kyungja. 2018. Pre-service elementary English teacher identities and factors that affect them: Perspectives from in-service teachers. Korean Journal of English Language and Linguistics 18-4, 562-585. This paper aims to investigate the identities of pre-service elementary English teachers and factors that affected their identities, especially from the perspectives of in-service teachers. The participants were 18 in-service elementary teachers who were graduate students enrolled in the second language teacher education course taught by the researcher. Pre- and post-survey responses, autobiographic essays, and reflective journals were collected and qualitatively analyzed using content analysis. The findings are as follows: most of the teachers had positive pre-service elementary English teacher identities, whereas some had negative or weak English teacher identities, homeroom teacher identities, and English learner identities. Various institutional factors affected their identities the most, followed by individual and macro-structural factors. Institutional factors were pre-service English teacher education programs, English teaching practicum, native English-speaking teachers, and peer pre-service teachers. Individual factors included the participants’ English skills, English teaching skills, and experiences studying and travelling abroad. Lastly, macro-structural factors covered the Teacher Employment Test and the English subject teaching system. The findings revealed the importance of institutional mediation and human mediation by teacher educators, mentor teachers, and peers in pre-service teacher identity development. Further important implications regarding pre- and in-service English teacher education, development of English teacher identities, and English teachers’ professional development are discussed.

초등영어교사의 교사교육가로서의 인식 및 정체성 발달

안경자 한국영어학회 2019 영어학 Vol.19 No.2

This paper aims to investigate the perceptions and identities of elementary English teacher educators who are elementary teachers. It also examines the development of their teacher educator identities and the factors that affected their identities. The participants were five in-service elementary teachers who were doctoral candidates majoring in elementary English education. Autobiographic essays, reflective journals, and interviews were collected and qualitatively analyzed using content analysis. The findings are as follows: First, the teacher educators perceived teacher education as sharing ELT experience and knowledge with teacher learners based on their needs. The teacher educators felt more burden for teaching in-service teachers rather than pre-service teachers. Second, teacher educators displayed teacher, learner, researcher, and leader identities. Third, the teacher educators went through three different stages including the initial, implementation, and expansion stages. Lastly, teacher educator identities were affected by various factors such as teacher learners’ reaction and feedback, peer teacher educators’ empathy and collaboration, conversion of theory and practice in graduate programs, and substantial assistance from in-service teacher training programs. The findings revealed the importance of human and institutional mediation in elementary English teachers’ teacher educator identity development. Further important implications regarding English teacher educator identities, English teachers’ professional development, and English teacher education are discussed.