초등영어 예비교사의 전문성 신장을 위한 교사교육 모형 개발 및 적용

안경자(Kyungja Ahn) 한국영어학회 2021 오늘의 가사문학 Vol.- No.27

This study aims to develop a teacher education model for pre-service elementary English teachers. It also investigates how they developed as English teachers and how their conceptualization of English teachers changed when the model was applied in a teacher education course. The participants were 16 undergraduate students who registered in a course on elementary English teacher education. The data included pre- and post-survey responses, English lesson observation notes, book report, report on English teacher interviews, pre-service English teacher portfolios, and field notes. The data were qualitatively analyzed using content analysis. The results were as follows: First, the pre-service teacher education model was organized into three stages: (1) the English teaching and learning experiences and English lesson observation, (2) the acquisition of theoretical and practical knowledge on English education, and (3) the teacher’s reflection and growth. Second, the participants underwent cognitive (teacher knowledge and beliefs), affective (teacher motivation and confidence), and metacognitive (teacher reflection and plan) development. Third, the participants’ conceptualization of English teachers has changed into that of teachers who learn continuously, collaborate willingly, and research reflectively. It was suggested that effective pre-service teacher education programs for promoting teachers’ professional development should be developed and implemented. Further important implications regarding pre-service teacher education and teacher development were discussed.

초등영어 예비교사의 전문성 신장을 위한 교사교육 모형 개발 및 적용

안경자 한국영어학회 2021 영어학 Vol.21 No.-

This study aims to develop a teacher education model for pre-service elementary English teachers. It also investigates how they developed as English teachers and how their conceptualization of English teachers changed when the model was applied in a teacher education course. The participants were 16 undergraduate students who registered in a course on elementary English teacher education. The data included pre- and post-survey responses, English lesson observation notes, book report, report on English teacher interviews, pre-service English teacher portfolios, and field notes. The data were qualitatively analyzed using content analysis. The results were as follows: First, the pre-service teacher education model was organized into three stages: (1) the English teaching and learning experiences and English lesson observation, (2) the acquisition of theoretical and practical knowledge on English education, and (3) the teacher’s reflection and growth. Second, the participants underwent cognitive (teacher knowledge and beliefs), affective (teacher motivation and confidence), and metacognitive (teacher reflection and plan) development. Third, the participants’ conceptualization of English teachers has changed into that of teachers who learn continuously, collaborate willingly, and research reflectively. It was suggested that effective pre-service teacher education programs for promoting teachers’ professional development should be developed and implemented. Further important implications regarding pre-service teacher education and teacher development were 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.

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.

예비교사에서 현직교사로: 초등영어교사의 예비교사교육에 관한 경험과 인식

안경자(Kyungja Ahn) 한국초등영어교육학회 2023 초등영어교육 Vol.29 No.2

This study aimed to explore elementary English teachers’ experiences and perceptions of English pre-service teacher education (PRESET). In addition, it investigated the impact of PRESET on the teachers’ English language teaching (ELT). It also examined the teachers’ perceptions of ELT as pre-service and novice English teachers. Fifty elementary English teachers participated in the survey. Among them, ten teachers participated in the focus group research, and their interviews, reflection journals, and lesson observations·analysis were collected and analyzed qualitatively. The results are as follows: Overall, the teachers perceived the PRESET curriculum, teaching practicum, extracurricular activities, and the preparation for the Teacher Employment Test positively in terms of their adaptability into real-life ELT. At the same time, some teachers did not find PRESET particularly useful for their current teaching, because it was not applicable to their real English classroom context. It is implied that PRESET should be improved in order to heighten the teachers’ development of English language and English instructional skills, leading to their learners’ English communicative competence. In particular, there is a need to develop the Teacher Employment Test to measure and support the teachers’ English teaching skills more effectively. Important implications regarding elementary English teacher education will be further discussed.

고학력 초등영어교사들의 영어교사 유형과 영어교사로서의 정체성 및 전문성에 대한 인식

박선호 ( Park Seon-ho ) 인하대학교 교육연구소 2021 교육문화연구 Vol.27 No.6

본 연구는 고학력 초등영어교사들이 자신이 참여하는 영어 교사유형에 대하여 어떻게 생각하는가와 초등영어교사로서 자신의 정체성과 전문성에 대하여 어떻게 인식하는가를 조사하였다. 연구 참여자는 초등영어교육 전공으로 혹은 박사학위를 취득하고 수도권의 초등학교에서 영어를 가르치고 있거나 영어교육 경험이 있는 초등학교 교사 5명이었다. 연구 자료는 설문과 서면인터뷰에 대한 응답을 통하여 수집하였다. 자료를 분석한 결과, 교사들은 대학원에서 초등영어교육을 전공한 뒤 주로 담임교사나 영어교과전담교사로서 영어교육 경험이 있고, 일반적으로 영어교육에 대한 자신감과 자긍심을 갖고 있는 것으로 나타났다. 학급 담임교사로 영어를 지도할 때 교사들은 학생들과 친밀하여 지도가 수월하였고 다른 교과와 통합하여 영어를 가르치기에 수월하여 탄력적인 수업을 진행할 수 있어서 좋았으나, 담임교사 업무로 인하여 과도히 분주한 점이 힘들었다고 하였다. 반면에, 영어교과전담교사로서 영어를 가르칠 때는 좀 더 시간적 여유를 가지고 수업 준비를 충실하게 할 수 있는 점은 좋았지만, 학생들과의 친밀감이 떨어지고 학교 교육과정이나 행사에서 소외되는 느낌을 갖게 되기도 하였고 승진 가점 등에서 불리한 점이 있어서 아쉬웠다고 하였다. 이밖에도 연구 참여 교사들은 일부 현실적인 어려움에도 불구하고 영어교육자로서의 정체성 및 전문성에 대하여 대체로 긍정적인 입장을 견지하고 있었다. 이러한 결과를 바탕으로 교육 관계 기관들이 교육대학원을 졸업한 초등영어교사들이 전문성을 발휘하며 영어교육에 더욱 다양하게 기여할 수 있도록 무엇을 할 수 있는가에 대한 제언이 제시되었다. This study investigated how highly educated elementary school English teachers thought about the types of English teachers and how they perceived their identity and professionalism as elementary school English teachers. The participants were five elementary school teachers who taught English or had English teaching experience at elementary schools in the metropolitan area. Data were collected through responses to the surveys and written interviews. The results revealed that teachers mainly had English teaching experience as homeroom teachers or English subject teachers, and generally had confidence and pride in English teaching, after majoring in elementary English education in the graduate school of education. When teaching English as a homeroom teacher, it was easy for teachers to teach English because they were close to students, but it was also hard given their excessive workloads. On the other hand, when teaching English as a subject teacher, it was good to have more time to prepare for classes, while it was regrettable that there was a lack of intimacy with students and they felt alienated from school curriculum and events, and disadvantages in terms of promotion. In addition, despite the practical difficulties, teachers generally maintained a positive stance on their identity and professionalism as English educators. Some suggestions were made on what related institutions can do to help elementary English teachers who graduate from graduate schools of education demonstrate their expertise and contribute more diversely to elementary English education.

The Preliminary Elementary School Teachers’ Perceptions and Attitudes on the Future English Education Using AI Technology: Focusing on the Students Majoring in English Education

Daeun Han J-INSTITUTE 2021 Robotics & AI Ethics Vol.6 No.1

Purpose: The purpose of this study is to investigate preliminary elementary school teachers’ perceptions and attitudes about the upcoming future English education, namely the fourth industrial revolution era. Method: For the research, 91 preliminary elementary school teachers were surveyed. As for a questionnaire form, this study defines preliminary elementary school teachers’ attitudes in the following categories; 1)interests in English education using AI technology, 2)innovation resistance and anxiety about English education using AI technology. Results: The results of the survey data were as follows. First of all, the preliminary elementary school teachers’ interest in the impact of AI technology on English education was high, but their interest remain at the ‘per-sonal’(1-2 stages) level. Second, the level of the preliminary elementary school teachers’ innovation resistance was not high, but the anxiety level was above average. They showed willingness to take AI technologies as in-structional tools and positive attitudes toward AI technology-embedded future classroom. On the one hand, they were anxious about a lack of knowledge about new teaching method and skills related with utilizing AI technology into their classroom. Conclusion: The curriculum should be the tailored curriculum to meet their level and needs, which was required in the fourth industrial revolution through the use of AI technologies. It is to show the possibility of using AI technology to learn English so that we can maintain the current positive perception of the English education using AI that the preliminary school teacher showed. Also, in order to be open to any paradigm changes related to English education in the era of the 4th industrial revolution, concerns and proposals for a new method of English education should be actively discussed. Finally, the university of education, which is a teacher training institution, need to introduce to preliminary elementary school teachers what AI technologies can be combined with English education and what are their characteristics, and to guide how AI technology is being applied to English education

Korean Elementary English Teachers’ Professionalism Development in Using EdTech: A Grounded Theory Study

Jihye Sim,Seungcheon Ha,Kyuhee Jo 한국영어교육학회 2024 ENGLISH TEACHING(영어교육) Vol.79 No.1

This study explores the development of professionalism in using Educational Technology (EdTech) among Korean elementary English teachers amid the increasing integration of technology in English education. Employing the Grounded Theory methodology, the study involved in-depth interviews with nine Korean elementary English teachers experienced in using EdTech. It aims to identify their EdTech experiences, the elements constituting EdTech professionalism, and its developmental process. The study reveals that teachers’ EdTech professionalism encompasses a proactive approach towards technology, continuous professional growth based on practice and reflection, and adaptation of teaching methods in response to evolving technologies and learner needs. It highlights the importance of teachers’ self-directed approach, collaboration with other teachers, and the integration of pedagogical, content, and technological knowledge into their English teaching. The findings have implications for teacher education and the advancement of EdTech-utilized English education, suggesting new processes and directions for developing elementary English teachers’ professionalism in the rapidly evolving landscape of educational technology.

초등학교 영어교육의 실태와 쟁점: 교사의 인식 중심으로

진경애,권서경 현대영어교육학회 2020 현대영어교육 Vol.21 No.1

This study attempted to survey English teachers’ perceptions on elementary school English education in order to identify issues and reality of elementary school English education and propose policy implications. The participants of this study were 186 elementary school teachers from 100 elementary schools, stratified by 17 provincial and metropolitan Offices of Education. The survey results indicated that the majority of teachers think the amount of English class hours and the level of English learning contents are sufficient. Teachers also believed that teaching more reading and writing to the 3rd and 4th grade students is needed, in order to enhance the elementary school students’ written language skills. Furthermore, teachers pointed out that the most serious problem about elementary school English education is a large proficiency gap among students, particularly in the lower grades (grades 3 and 4). Based on these findings, this study suggests that teaching more written language in the 3rd and the 4th grades English classes is required while enhancing students’ motivation in learning the language at the same time. This paper argues the need for reformation of National Curriculum from sequential learning of the four skills to balanced learning of the four skills from the early stages.

초등 영어 교과서 재구성의 실태 및 교사의 인식

이태경,안경자 서울교육대학교 초등교육연구원 2020 한국초등교육 Vol.31 No.3

This study aimed to examine teachers’ perceptions and practices of textbook reconstruction forelementary English. It also investigated the influential factors and the measures to facilitate textbookreconstruction. 140 elementary teachers were surveyed, and 6 teachers were also interviewed. Thefindings are as follows: First, teachers considered textbook reconstruction highly necessary and usefulto improve students’ English communicative competence, interest, and motivation. As students learnlanguage skills, teachers regard English textbook reconstruction differently from that of other schoolsubjects. Second, many teachers already implemented textbook reconstruction in their classes,although not by every teacher who voiced that textbook reconstruction was needed. Thereconstruction was applied to writing skills the most, followed by speaking, reading, and listening,indicating textbook reconstruction was more frequent in productive skills than in receptive skills. Textbook reconstruction was conducted in each textbook unit, using teacher-created materialsmostly, followed by materials from teacher communities and video clips from the Internet. Textbookactivities were replaced or supplemented with other activities or simply omitted. Third, factorsinfluencing textbook reconstruction were related to schools (administrative work, teaching materialsand facilities, and atmosphere), teachers (teaching method, English-subject teacher or homeroomteacher, co-teaching with native English-speaking teacher, and teacher training programs), andstudents (English level, English divide, participation, and interest). Finally, the following factorspromoted textbook reconstruction: reducing teachers’ administrative work, promoting participation inteacher training programs and communities, supporting teaching materials and facilities, sharingteaching materials and experiences, and creating favorable atmosphere and incentives for textbookreconstruction. Important implications regarding enhancing effective textbook reconstruction werefurther discussed. 본 연구는 초등 영어 교과서 재구성에 대한 교사의 인식과 실태를 조사하고, 영어 교과서 재구성에영향을 주는 요인을 분석하며, 교과서 재구성 활성화를 위한 개선방안을 모색하고자 했다. 이를 위해초등 영어 교사 140명을 대상으로 설문조사를 실시했고, 이 중 6명의 교사들을 대상으로 심층 면담을실시했다. 주요 연구 결과는 다음과 같다. 첫째, 교사들은 학습자의 영어 의사소통 능력과 흥미와 동기향상을 위해 교과서 재구성이 매우 유용하고 필요하다고 인식했다. 언어 기능을 습득하는 영어 교과의특성으로 영어 교과서 재구성은 타 교과의 교과서 재구성과 차별화된다고 보았다. 둘째, 교과서 재구성이 필요하다고 생각하는 모든 교사는 아니지만, 많은 교사들은 교과서 재구성을 수업 현장에서 시행하고 있었다. 언어 기능별로는 쓰기, 말하기, 읽기, 듣기 순으로 실행하여 표현기능에서 이해기능보다 더많이 교과서를 재구성하고 있었다. 재구성은 교과서 단원별로 하는 경우가 대부분이었고, 교수·학습 자료는 자체로 제작하거나 교사 커뮤니티나 인터넷 동영상 자료를 주로 활용하여, 교과서 일부 내용을 대체하거나 추가, 생략하는 유형으로 재구성했다. 셋째, 교과서 재구성에 영향을 미치는 주요 요인은 학교(행정 업무, 교수·학습 자료와 시설, 재구성 협의 학교 분위기), 교사(선호 교수·학습 방법, 전담교사 여부, 원어민 협력 여부, 교사의 교육관, 교사 연수), 학생(영어 능력, 학생 간 수준 차, 발화 참여도, 흥미나 관심사) 요인으로 드러났다. 또한 교사 연수와 교사 공동체가 교과서 재구성에 유용했지만, 교사 참여 기회 확대와 질적인 제고가 필요한 것으로 나타났다. 마지막으로, 교과서 재구성 활성화를 위한 개선사항으로는 교내 행정 업무 경감, 연수 참여 기회 증진, 교구 및 시설 지원, 재구성 자료와 경험 공유,재구성 권장 분위기 및 보상제도 마련 등이 제안되었다. 본 연구는 효과적인 초등 영어 교과서 재구성을 통해 영어교사, 영어교사교육가, 관리자, 정책 입안가들에게 중요한 시사점을 주고 있다.