교사의 인식과 수업 - 초등영어 수업에서 언어 형식 지도를 중심으로 = Teacher Cognition and Teaching Practice: Focusing on Teaching Language Forms in Elementary English Classes

다국어 초록 (Multilingual Abstract)

Teachers’ cognitions comprise knowledge and beliefs necessary for teaching academic subjects, significantly impacting the planning and execution of lessons. From the perspective, this research explores the dynamic interplay between teachers’ cognitions and their teaching practices. It aims to uncover how teachers’ cognitions influence their teaching practice and how their teaching experiences contribute to the development of their cognitions, particularly in teaching language forms in elementary English classes. The study involved 8 teachers, including pre-service teachers, with diverse academic and teaching backgrounds. This research examined their cognitions and analyzed their teaching practices, emphasizing teaching language forms at the elementary level. It also examined how their cognitions evolved through engaging in teaching practices. The primary findings revealed that, prior to commencing teaching practices, the teachers held more robust general cognitions compared to contextual ones. Concerning the impact of these cognitions on teaching practices, general cognitions were adapted into contextual ones for each lesson, generally aligning with teaching practice. However, in certain lessons, new contextual cognitions, conflicting with the general ones, were employed based on specific contextual factors such as learning contents and students’ proficiency levels. The development of cognitions through teaching practices underscored their central role in refining existing cognitions and developing new ones. This research contributes to a clear understanding of the correlation between teachers’ cogntions and their teaching practices, providing valuable insights into the development of their professional cognitions as teachers.