Novice and Experienced Korean EFL Teachers’ Reflective Teaching

Dae-Min Kang 팬코리아영어교육학회(구 영남영어교육학회) 2009 영어교육연구 Vol.21 No.2

The present investigation was undertaken to examine the differences and/or similarities between novice and experienced Korean EFL teachers in reflective teaching before and after their engagement in reflective activities, and what influenced the differences and/or similarities. Two novice and two experienced teachers participated in reflective practice for one semester by writing reflective journals, taking part in reflective group discussions, and self-observing their classroom teaching. The results showed that initially reflection was considered as a professional activity for the novice teachers and an academic activity for the experienced teachers. Concerning the main area of reflection, the novice teachers originally focused on their teaching while the experienced teachers attended to their students. These differences were attributed to the differences in teaching experience and reflective orientation. As the teachers’ engagement in the reflective activities increased with time, the experienced teachers gradually viewed reflection as a professional activity and tried to practice reflection enthusiastically. Also, the novice and experienced teachers embraced each other’s orientations and changed their teaching behavior accordingly. In terms of implications, the study suggests that teacher training programs use novice-experienced teacher discussion, journal writing, and self-observation of classroom teaching to improve the novice-experienced partnership and achieve their professional development.

영아반 초임교사의 영아중심·놀이중심 보육과정 실행을 위한 원내 교사학습공동체 참여 경험

이오영,김고은 한국육아지원학회 2023 육아지원연구 Vol.18 No.3

본 연구의 목적은 교직 첫해 영아반 초임교사로서 영아중심·놀이중심 보육과정 실행을 위한 원내 교사학습공동체에 참여했던 교사들의 경험에 대해 살펴보는 것이다. 이를 통해 영아반 초임교사의 교사학습공동체 참여에 대한 관점의 변화와 영아반 초임교사가 인식한 원내 교사학습공동체의 역할과 의미를 이해하고자 한다. 본 연구의 대상은 영아반 초임교사 시절 원내 교사학습공동체에 참여한 경험이있는 교사 6명이다. 자료수집은 2022년 3월 24일부터 2022년 5월 1일까지 실시된 집단면담, 연구참여자의 기록작업과 저널, 연구자 일지 작성을 통해 이루어졌다. 본 연구의 결과는 다음과 같다. 첫째, 영아반 초임교사들은 의무적으로 참여한 일이 공식적·비공식적 협의를 통해 일상이 되는 변화를 경험하였고, 판단을 유보한 수동적 업무이행에서 반복·순환적 과정을 통한 능동적 탐구로 변화하면서 원내교사학습공동체에 대한 관점이 ‘일’에서 ‘삶’으로 변화하는 것을 경험하였다. 둘째, 영아반 초임교사들은 원내 교사학습공동체에 참여하면서 관계 형성의 시작과 협력적 운영을 통해 교직적응을 하고, 민주적 협의문화 속에서 잠재력을 발휘하며 주체적으로 성장할 수 있었다고 인식하였다. 본 연구는 교사학습공동체가 영아반 초임교사를 위한 유용한 지원 체계가 될 수 있음을 시사한다. This study aims to investigate the experiences of novice infant teachers who participated in an in-school teacher learning community during their first year of teaching to implement an infant-centered and play-based curriculum. Through this exploration, the study aims to comprehend the shifts in perspectives of novice infant teachers regarding their involvement in a teacher learning community, as well as the roles and significance attributed to the in-school teacher learning community as perceived by the novice infant teachers. The research participants were six novice infant teachers who had participated in an in-school teacher learning community within their institution during their first year of teaching. Data collection involved group interviews conducted from March 24, 2022 to May 1, 2022, along with participant documentation, journals, and researcher journals. The findings of this study are as follows. Firstly, novice infant teachers experienced a transformation from mandatory participation to a habitual engagement fostered by formal and informal discussions with their colleagues. They also shifted from passive compliance with judgment deferral to active inquiry facilitated by iterative and circular processes. Furthermore, they changed their perception of the in-school teaching learning community, evolving from viewing it as 'work' to considering it a part of 'life'. Secondly, as participants in the in-school teacher learning community, novice infant teachers perceived that their participation enabled them to adapt to the teaching profession through relationship-building and collaborative implementation. They were able to demonstrate their potential and grow autonomously within a culture of democratic consultation. This study suggests that an in-school teacher learning community can serve as a valuable support system for novice infant teachers.

Theoretical Perspectives on Novice Teachers` Induction in English Teacher Education

( David Hayes ),( Young Tae Kim ),( Kyung Suk Chang ) 글로벌영어교육학회(구 호남영어교육학회) 2013 Studies in English education Vol.18 No.2

Compared to recent attention to in-service teacher training, little has been known about novice teachers` induction during the early years of English language teaching. This paper aims to provide the theoretical background to novice English teachers` induction by reviewing the literature on training and induction of novice teachers in the general education. Data was mainly gathered from the secondary source of the relevant literature from different contexts. It begins by briefly identifying dimensions of teacher professionalism in different contexts. It investigates into the challenges which novice teachers face in their first permanent appointments. The review reveals that these challenges go beyond classroom pedagogy to encompass issues of conforming to school and organizational cultures. Collegiality or lack of it is identified as a particular problem in many school cultures for beginning teachers, often hindering effective mentoring within induction programs. The role of school administrators is also highlighted as a critical factor in induction for novice teachers. It is suggested that how principals react to novice teachers sets the tone for the whole school and their constructive involvement in induction programs can enhance the chances of successful experiences for beginning teachers.

멘토링을 활용한 초임교사교육에서 유치원 교사의 경험 분석

이춘자 한국교원대학교 교육연구원 2023 敎員敎育 Vol.39 No.6

연구목적 본 연구의 목적은 초임교사교육에 참여한 교사의 경험을 분석하여 초임교사교육에서 어떤 내용을 계속적으로 강조하고, 체계적으로 지원해야 하는지에 대해 재고해 보고 시사점을 제공하는 것이다. 연구방법 연구 참여교사는 초임교사 1명으로 C대학 부속유치원 교사이고, 연구자는 대학교 교수이며 원장으로 교육경력이 27년이고, 16주 동안 초임교사교육을 실시하였다. 초임교사교육방법은 논문읽기와 토의, 질문지 해보기, 수업 동영상 시청 및 분석과 사례 발표 및 수업 협의회, 저널쓰기이다. 수집된 자료는 내용분석을 실시하였다. 연구결과 초임교사교육 과정에서 이루어진 연구 참여 교사의 저널과 면담자료를 분석한 결과, 교사의 교직입문 첫 16주 동안의 관심사는 생활지도 정서 수업 전문적 성장의 범주로 정리되었다. 결론 초임교사들이 교직을 떠나지 않고 전문적인 직업정체성을 가지고 계속적으로 성장하도록 돕는 초임교사교육과 지원체계가 구체화되고 질 관리가 계속되어야 한다. Purpose: The purpose of this study was to analyze the experiences of teachers who participated in novice teacher education and present the study’s implications for rethinking what content should continue to be emphasized and systematically supported in novice teacher education. Methods: A teacher who participating in a study is one novice teacher, as is a kindergarten teacher affiliated with C University. The researcher is a professor and director of C University, with 27 years of teaching experience, and conducted the novice teacher education program for 16 weeks. The methods of novice teacher education are reading and discussing articles, completing questionnaires, watching and analyzing class videos, presenting cases, class councils, and writing journals. The collected data were subjected to content analysis. Results: Analyzed journals and interviews of participating teachers in a novice teacher education course yields important findings. Teachers' concerns during the first 16 weeks of teaching were organized into the following categories: life guidance, emotion, classes, and professional growth. Conclusion: Novice teacher education and support systems that help novice teachers stay in the profession and continue to grow in their professional identity need to be refined and their quality should be assured.

Novice and Experienced Korean EFL Teachers’ Reflective Teaching

강대민 팬코리아영어교육학회 2009 영어교육연구 Vol.21 No.2

The present investigation was undertaken to examine the differences and/or similarities between novice and experienced Korean EFL teachers in reflective teaching before and after their engagement in reflective activities, and what influenced the differences and/or similarities. Two novice and two experienced teachers participated in reflective practice for one semester by writing reflective journals, taking part in reflective group discussions, and self-observing their classroom teaching. The results showed that initially reflection was considered as a professional activity for the novice teachers and an academic activity for the experienced teachers. Concerning the main area of reflection, the novice teachers originally focused on their teaching while the experienced teachers attended to their students. These differences were attributed to the differences in teaching experience and reflective orientation. As the teachers’ engagement in the reflective activities increased with time, the experienced teachers gradually viewed reflection as a professional activity and tried to practice reflection enthusiastically. Also, the novice and experienced teachers embraced each other’s orientations and changed their teaching behavior accordingly. In terms of implications, the study suggests that teacher training programs use novice-experienced teacher discussion, journal writing, and self-observation of classroom teaching to improve the novice-experienced partnership and achieve their professional development.

‘되기(becoming)’ 관점에서 1세반 초임교사 바라보기

권현조,전홍주 인하대학교 교육연구소 2020 교육문화연구 Vol.26 No.5

The purpose of this study is to understand how the novice childcare teachers are growing by changing themselves from the perspective of 'becoming' by Deleuze and Guattari. To this end, an in-depth interviews were conducted with three 1-year-old teachers working in childcare centers in Seoul. The collected data were analyzed by a narrative method based on the main concepts emphasized in 'becoming'. The results of the study were as follows: First, the free generation of novice teachers and the start of rhizomic thinking began with encountering oneself as a 1-year-old class teacher. Second, novice teachers were relocating themselves as teachers and experiencing a customary territorial zone called teaching culture. Third, the novice teachers who connected to the territorial zone in compliance began to reveal their desires through experiencing ego of creation through ritualistic thinking. Fourth, novice teachers gradually felt themselves as an organless body and began to draw free and flexible escape lines for the various worlds they were connected to. Fifth, novice teachers who were completely relocated as teachers experienced a different stratification than beforethey become teachers in the deterritorialization zone, and were constantly changing by creating flexible escape lines through rhizomic reasons. Based on the results of this study, it is expected that a priori understanding of novice teachers will be relocated, and along with this, research to understand novice teachers from various perspectives will be active. 본 연구의 목적은 1세반 초임교사들이 어떻게 그들을 변화시키며 성장하고 있는가를 알아보는 것으로 들뢰즈와가타리의 ‘되기’관점에서 초임교사들의 성장을 이해하는 것이다. 이를 위해 서울 소재 어린이집에 근무하고 있는1세반 초임교사 3명을 대상으로 심층면담을 진행하였다. 수집된 자료는 ‘되기’에서 강조하고 있는 주요 개념들에기반하여 내러티브 탐구방법으로 분석되었다. 연구결과는 첫째, 초임교사들의 자유로운 생성과 리좀적 사유의 출발은 1세반 담임으로서의 자신과 마주치는 것에서시작하였다. 둘째, 초임교사들은 교사로서 자신을 재배치시키면서 교직문화라는 관습적 영토화 지대를 경험하고있었다. 셋째, 순응으로 영토화지대와 접속한 초임교사들은 리좀적 사유를 통해 생성의 자아를 경험하며 그들의욕망을 드러내기 시작하였다. 넷째, 초임교사들은 점차 기관없는 신체로서의 자신을 느끼며 그들이 접속하고 있는다양한 세상에 대해 자유롭고 유연한 탈주선을 그리기 시작하였다. 다섯째, 온전하게 교사로서 재배치를 하게 된초임교사들은 탈영토화 지대 안에서 이전과는 다른 지층화를 경험하기도 하며 리좀적 사유를 통해 끊임없이 유연한탈주선을 만들어내며 변화하고 있었다. 본 연구결과를 토대로 초임교사들에 대한 선험적 이해가 재배치되고, 이와함께 초임교사들을 다양한 관점에서 이해하는 연구가 활발해 질 것을 기대한다.

Comparison between Novice and Experienced English Teachers’ Perspectives and Teaching Strategies for Underachieving Students

동민주,정혜영 이화여자대학교 교과교육연구소 2020 교과교육학연구 Vol.24 No.3

The goal of this study was to examine perspectives and teaching strategies elementary English teachers for underachieving students based on their teaching experiences. The researchers found that novice and experienced teachers had different perspectives, as follows. (1) Novice teachers attributed students’ underachievement to their deficit of prior knowledge, but experienced teachers focused specifically on students’ negative prior experiences with English; (2) novice teachers focused on literal input, whereas experienced teachers were interested in verbal output; (3) novice teachers judged students’ level based on test scores, but experienced teachers based their judgment on students’ attitudes. Also, novice and experienced teachers adopted different teaching strategies when teaching underachieving students: (1) novice teachers were subject-centered and emphasized memorization of information, but experienced teachers were student-centered and concentrated on rapport for students’ interest; (2) novice teachers tried diverse activities for students’ external motivation, whereas experienced teachers relied on a few familiar methods for students’ internal motivation; and (3) novice teachers reviewed the lesson, whereas experienced teachers previewed the lesson for the underachievers. The study ended with pedagogical implications for EFL teacher education and the field of Korean elementary English education.

초등학교 신규교사 교직적응의 어려움과 개선방안에 대한 인식

정웅기(Ung Gi Jung),정성수(Sung Soo Jung) 한국지방교육경영학회 2018 지방교육경영 Vol.21 No.3

본 연구는 초등학교 신규교사들이 학교 현장에서 다양한 직무를 수행함에 있어 어떤 어려움을 느끼고 그러한 어려움을 어떻게 해결해나가고 있는지, 신규교사들이 교직 생활에 잘 적응하기 위해 어떤 지원이 필요한지를 탐색하는데 목적이 있다. 이를 위해 연구조사 기간 중 경북 1급 정교사 연수를 수강하는 교사 125명을 연구대상으로 선정하여 설문조사를 실시하였다. 조사에 사용한 설문지는 선행연구의 설문지를 본 연구목적에 맞게 재구성하였으며, 수거한 설문지는 SPSS 통계프로그램을 이용하여 분석하였다. 분석결과, 신규교사가 가장 크게 어려움을 느낀 영역은 생활지도와 학급경영 영역이며 신규교사들이 느끼는 어려움은 성별, 나이, 근무지역 등 배경변인에 따라 차이점이 있었다. 그러므로 그들이 겪고 있는 어려움을 파악하여 다양한 목적과 방법, 상황에 맞는 실제적이고 효율적인 연수가 지원되어야한다. 또한 신규교사들이 학교 현장에 생활하면서 올바른 교직 적응을 돕기 위해서는 그들이 직면해있는 상황과 어려움을 이해할 수 있어야 하며 그들의 바람과 요구를 적극적으로 반영하여 도와줄 수 있는 학교 분위기를 조성해야 한다. This study is to see the novice teachers’ difficulties and improvement in elementary schools. Research questions are what the novice teachers recognize existing methods of teaching adaptation and What causes the difficulty? and How do novice teachers adjust to teaching and what is the preferred method of support? The results of this study are as follows. Firstly, the schools allocated prior training before hiring novice teachers to adapt themselves to teaching, and the schools assigned novice teachers ` mentoring programs with senior and novice teachers showed various negative attitude towards teaching adaptations. Secondly, novice teachers are choosing to get help from others rather than solve their own problems with adapting to teaching. When looking at the subject of the survey to see if they received the most help, the rank and file was the highest, followed by the class of teachers who received the most help, and the class who received the most help. When examining the important features of the subject, personal relationships were highest, followed by relationships with people in order, excellence in work ability, being close to, and superior. Thirdly, the analysis of support measures needed for novice teachers to better adapt to the teaching life revealed the highest level of interest and consideration by the school members and then the development and application of the first term teacher support program. As a result, the areas with which the role of primary school teachers was most difficult to perform in various areas of the school site were the life coaching and class management areas. It shows that a variety of support is needed for these areas. The difficulty felt during the adjustment of novice teachers for teaching depends also on background variables such as gender, age, and working area, so it is an effective way to identify the challenges they face and answer them efficiently. In order for novice teachers to help correct student adaptations, they need to understand the circumstances and challenges they face and actively reflect their wishes and demands in the schools.

사립 유아교육기관 초임교사들의 갈등 및 안정에 대한 이해

조운주,최일선 한국유아교육학회 2004 유아교육연구 Vol.24 No.1

본 연구의 목적은 사립 유아교육기관에 근무하는 초임교사들의 갈등은 무엇인지, 갈등을 어떻게 조절해 나가는지, 또한 어떤 모습으로 안정되어 가는지를 이해하기 위한 것이다. 본 연구는 1년 미만의 근무경력을 가진 초임교사를 대상으로 질적 연구를 실행하였다. 연구결과. 첫째, 초임교사들은 원아확보 중심의 기관운영, 부모, 원장, 교사와의 관계와 생활지도에 치우친 교육, 위축감 등으로 갈등을 느낀다. 둘째, 초임교사들은 다면적인 지원과 시행착오를 통해서 갈등을 조절해 나가며, 갈등조절 과정에서는 순응, 저항, 무시, 회피 등의 복합적인 태도와 자기 반성의 모습을 보인다. 셋째, 초임교사들은 문제를 해결하고 적응해 가면서 만족감과 함께 자신감과 노하우를 가지며, 발전을 원한다. This study first aims to ascertain the conflicts novice teachers face, how they adjust to the conflicts, and how they get to be comfortable in kindergartens and child-care centers. The answers to these questions can be used to form the base of support programs for novice teachers in kindergartens and child-care centers. The subjects of this study were 20 novice teachers at kindergartens and child-care centers in the Chungbuk district of Korea. The novice teachers had less than one year of experience. This study used two individual in-depth interviews and one group in-depth interview. The contents of the interviews were transcribed and collected cases were encoded and classified into appropriate categories. The following results were obtained from the study. First, novice teachers have many conflicts because of the nature of the children's relationships with one another and with the teacher. As well, novice teachers experience conflict concerning the guidance and safety of the children. Second, novice teachers adjust to such conflicts through the support of experienced teachers, resources found in books and the internet, trial and error as well as complex attitudes and self-reflection. Third, through the process of adjusting, novice teachers gain satisfaction, self-confidence and know-how, as well as the support they need for development.

초등 예비교사와 초임교사의 사회과 수업 관련 경험 및 인식에 대한 조사 연구

설규주(Seol Kyujoo) 한국사회과교육연구학회 2010 사회과교육 Vol.49 No.2

본 연구는 초등 예비교사와 초임교사가 사회과 수업에 대해 느끼는 어려움의 의미와 특성을 밝히고 그에 대한 처방을 제시함으로써 초임교사의 사회과 수업 전문성 신장에 도움을 주는 것을 목적으로 한다. 이를 위하여 교생과 초임교사를 대상으로 설문조사를 실시하였다. 사회과 수업을 어렵게 하는 주요 요인으로는 과다한 내용, 어려운 개념과 용어, 교과서의 모호함, 초등학생의 낮은 선호 등이 꼽혔다. 교생과 초임교사는 사회과의 목표와 내용에 대한 관심과 자신감은 대체로 낮은 반면, 교수학습방법 대한 관심은 매우 높다는 공통점을 보였다. 한편, 교생은 사회과 수업 준비 및 반성 단계에서 더 강점을 나타냈고 초임교사는 사회과 수업 실행 단계에서 상대적으로 강점을 보였다. 궁극적으로 초임교사의 사회과 수업 개선을 위해서는 교대 사회과 관련 강좌와 교사 연수의 내실화가 필요하다. 또한 교사 차원에서는 자율적인 수업 공개 문화의 정착 및 향유 노력이 요구된다. 더 나아가 실질적인 사회과 수업 관련 교재 연구 기회와 초임교사에게 특화된 맞춤형 사회과 수업 컨설팅이 제공되는 것이 중요하다. This study aims to help enhance novice teachers’ specialty in social studies instruction by identifying the difficulties they feel in social studies instruction and suggesting solutions. A survey was conducted to student teachers and novice teachers for this purpose. Survey results show that main factors of the difficulties in social studies instruction are excessive content, difficult concepts and terminology, unclear description in textbooks, and low preference of elementary students to the instruction. Student teachers and novice teachers have in common the tendency to show low level of interest and confidence in social studies instruction and achieving goals. Yet both teachers group show high level of interest in the teaching-learning methods. While student teachers are more enthusiastic about preparing and self-examining social studies instruction, novice teachers are better in delivering the instruction. In order to improve the social studies instruction of novice teachers, courses on social studies and programs for educating in-service teachers should be upgraded in college of education. Novice teachers also have to be more open-minded about sharing their social studies instructions. In addition, it is important to provide novice teachers with substantial opportunities to study teaching material in elementary school. Custom-made consulting on social studies instruction is also required for novice teachers.