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RISS 인기검색어
- 검색키워드
- 저자 : 안경자 ( Ahn¸ Kyungja ) (검색결과 26 건)
- 무료
- 기관 내 무료
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안경자(Ahn, Kyungja) 한국영어학회 2024 영어학 Vol.24 No.-
This study aims to explore how English teachers design teacher learning communities and examine their perceptions and needs regarding such communities. The participants were fifteen teachers enrolled in a graduate seminar on second language teacher education taught by the researcher. The data comprised each participant’s teacher learning community program design, final portfolio, pre- and post-surveys, final project, and the researcher’s field notes. Using content analysis, the data were qualitatively analyzed. The major findings are as follows: Firstly, various teacher learning community programs designed by English teachers were broadly categorized into three types: those focused on improving instructional skills, utilizing educational technology for teaching, and enhancing English proficiency skills. These communities were organized based on individual teachers’ experiences and instructional interests. Secondly, concerning English teachers’ awareness and demands related to teacher learning communities, they acknowledged the importance of such communities and expressed a willingness to create and participate in them. They also demonstrated an understanding of learning communities for English teachers involving learning, utilizing, and collaborating. The findings suggest that teacher learning communities can enhance English teachers’ professional development, with significant implications for English teacher education. Further important implications regarding the development of English teachers and English teacher learning communities were discussed.
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초등 예비 영어교사의 영어 학습과 교수에 대한 경험 및 인식
안경자(Ahn, Kyungja) 한국초등영어교육학회 2013 초등영어교육 Vol.19 No.4
This study aims to examine how pre-service primary English teachers perceived their experiences with English learning and teaching. The participants were 26 pre-service primary English teachers enrolled in a sophomore-level course at a Korean university. The data were the participants' autobiographies about their English learning and teaching history, which were submitted as a course assignment. Most participants described their English learning experiences much more than their teaching experiences. As English learners, (1) most of them recalled that while they learned English for fun as elementary school students, (2) they primarily studied English for exams at the secondary school level. (3) As college students, their English study hours have been decreased, and their study objectives have been reorganized. (4) Turning points in their English language development included English skills competitions, studying with capable peers, and using English communicatively while studying and travelling abroad. (5) They also revealed various degrees of self-evaluation of and confidence in their English skills. As pre-service teachers, they revealed (1) the limitations of English language and teacher education curricula at the university, (2) their limited English teaching experiences and knowledge about teaching methodology, (3) development of English (instructional) skills through English teaching experiences, and (4) different degrees of self-evaluation and confidence as English teachers. Important implications for teacher education policy makers, teacher educators, and pre-service teachers themselves are presented.
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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.
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영어교사의 전문성 발전: 교사연수 프로그램 설계 및 교사연수에 관한 인식
안경자(Ahn, Kyungja) 한국영어학회 2023 영어학 Vol.23 No.-
This study aims to explore elementary English teachers’ experiences in and perceptions of teacher training programs. The participants were seven teachers enrolled in a graduate seminar that the researcher taught for a semester. The graduate seminar was on second language teacher education, which included designing a teacher training program. The data consisted of each participant’s teacher training program design, pre- and post-surveys, final portfolio, final paper as well as the researcher’s field notes. The data were analyzed qualitatively using content analysis. The major findings are as follows: First, the teachers had different experiences and attitudes towards the teacher training programs primarily based on their ELT experiences. Second, the teachers designed teacher training programs to improve teachers’ English abilities, ELT competence, co-teaching capabilities with English native speaking teachers, and to share ELT practical knowledge with other teachers. Third. the teachers recognized the need for English teacher training for their professional development, demanded changes in English teacher training programs to meet learners and teachers’ needs, and expressed their intention to participate or teach other teachers in English teacher training programs. It was suggested that teacher education programs should support teachers for their continuous professional development more effectively. Further important implications regarding the development for English teachers and English teacher training programs were discussed.
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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.
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