“That’s Me as an English Teacher”: Using Metaphor Drawings to Assist Secondary English Teachers to Explore their Identities

Judy Yin 학습자중심교과교육학회 2024 학습자중심교과교육연구 Vol.24 No.1

Objectives The purpose of this study was to explore Korean Secondary English teachers’ professional identities by using metaphor drawings. Methods A total of 15 secondary English teachers participated in this study and their metaphoric drawings at the beginning and the end of the course were collected as data. Furthermore, their reflective presentations and interview excerpts were transcribed for data analysis using a qualitative approach. Results The results showed that exploring their identities using metaphors allowed them to reflect on a wide range of issues such as their teaching practices, relationship with students, and burdening factors. They were also able to address issues that were unclear prior to the course by means of depicting their identities using metaphors and sharing them with others. Conclusions The findings of the study are in line with other studies that regard metaphors as an effective cognitive tool in shedding light on the teachers’ identities. The analysis of their metaphors also showed that they were able to reflect on how knowledge and experience gained from the teacher program have impacted their thoughts and beliefs.

The Production-Oriented Approach to Teaching Writing in Korea: English as a Foreign Language Pre-service Teachers’ Experiences with Reading-to-Write

Judy Yin 아시아테플 2019 The Journal of Asia TEFL Vol.16 No.2

This study examined the experiences of pre-service English-as-a-foreign language teachers in a reading-to-write class. In particular, the study focused on how the class based on the Production-Oriented Approach (POA) proposed by Wen (2018) affected their reading during the reading-to-write tasks and their writing process when using reading materials. In addition, the factors that played essential roles in affecting the participants’ writing process were identified and discussed. A total of 18 pre-service EFL English teachers in Korea participated in this study. The data were collected from class observations, group discussions, reflective journals, and interviews. The results of the study showed that the participants had no prior training in using reading materials to enhance their writing skills, thus, they perceived reading tasks and writing tasks as two separate activities. As the participants carried out activities that promoted writerly reading, they learned how to mine the text and use what they found when they wrote their summaries and essays. The factors that were identified as encouraging such an effect were found to be closely related to the principles and hypotheses of POA. The findings of this study provides data to support the applicability of POA in teaching writing in the Korean EFL context and suggests factors that need to be considered when adopting this approach for teaching writing.

COLORNET: Importance of Color Spaces in Content based Image Retrieval

Judy Gateri,Richard Rimiru,Micheal Kimwele International Journal of Computer ScienceNetwork S 2023 International journal of computer science and netw Vol.23 No.5

The mainstay of current image recovery frameworks is Content-Based Image Retrieval (CBIR). The most distinctive retrieval method involves the submission of an image query, after which the system extracts visual characteristics such as shape, color, and texture from the images. Most of the techniques use RGB color space to extract and classify images as it is the default color space of the images when those techniques fail to change the color space of the images. To determine the most effective color space for retrieving images, this research discusses the transformation of RGB to different color spaces, feature extraction, and usage of Convolutional Neural Networks for retrieval.

The Effects of Multi-Source Feedback on EFL Students’ Reflection of English Speaking Skills

Judy Yin 한국영어교과교육학회 2017 영어교과교육 Vol.16 No.3

The present study investigates the effects of multi-source feedback on EFL students’ reflection of their English speaking skills. In particular, the study aims to examine how feedback from the teacher and peers can allow opportunities for students to reflect and lead to enhanced awareness of their own L2 speaking skills. A total of 17 participants gave five in-class presentations on various topics and were provided feedback from the teacher and peers on their presentations. In addition, they recorded their reflections on their learning experiences in their reflective journals. The results of the study showed that the participants were able to gain a wide perspective of their L2 speaking skills by means of feedback from multiple sources. These newly gained perspective provided opportunities for them gain deeper awareness as well as experience a more focused self-reflection. The implication of the study points out the importance of feedback from multiple sources that are continuously provided over a period of time rather than a one-time feedback from only one source.

The Musician as Dancer : 무용수로서의 악사

Judy Vanzile 한국무용연구회 1982 한국무용연구 Vol.1 No.-

세계 곳곳에는 수많은 종류의 민속 무용이 있는데 이런 민속 무용을 하는 사람들 중에는 무용가 일 뿐만 아니라 동시에 악기를 다루는 악사인 경우도 많다. 그 좋은 예로 한국의 장고춤이 그렇고, 하와이 훌라춤은 춤을 출때 기타 비슷한 우우클렐레라는 4현 악기를 함께 연주한다. 이렇게 무용가가 동시에 악사를 겸하는 경우와는 반대로 악사가 동시에 무용가로서의 역할을 해 내는 경우에 대하여 고찰해 보고자 한다. 악기를 연주할 때는 반드시 어떤 동작이 있게 마련인데 마치 무용을 하면서 동시에 연주하는 악기로부터의 소리를 음악이라고 하듯이 악사가 악기를 다룰 때의 악사의 동작올 하나의 무용의 범주에 넣을 수는 없을까? 몇 가지 예를 또 들어보자 일본인들이 달맞이 제에서 보름 전야에 지내는 아악을 연주할 때는 연주를 시작하기 전에 악사들은 조용히 자기의 연주 위치로 걸어간 다음 다리를 꼬고 앉는다. 그 다음 악사는 아주 느린 동작으로 양손으로 생황의 사발 주위를 감싸 잡은 다음 연주를 위해 자신의 입술로 들어 올리는 것이다. 드럼을 치는 사람은 먼저 한쪽 탈을 바깥쪽으로 원을 그리며 들어올린 다음 다시 중앙으로 움직여 북을 치기 시작한다. 양쪽 팔은 번갈아가며 이렇게 북을 치기 시작하고 동작이 빨라질수록 원을 그리는 동작도 자연히 작아지게 된다. 바로 이 악사들이 만들어 내는 우아한 동작들은 현대 무용의 작품을 만드는데 사용되어질 수 있는 것이다. 이렇게 악사가 연출하는 각종의 동작들은 비단 일본의 아악에서 뿐만 아니라 세계의 어떤 연주행위 속에서도 있는 것이고 이것은 음악 그 자체 못지 않게 중요한 것으로 생각된다. 다시 말하면 악사가 연주하는 악기는 음악 그 자체는 물론 중요하지만 연주시의 악사의 제반동작도 반드시 우아하고 예술적으로 표현되어야 한다. 이렇게 아름다운 악사의 연주 동작은 청중들에게 감명 깊은 인상을 주게 되고 연주 분위기를 더욱 돋보이게 만들어 주기 때문이다. 악사의 동작은 악기의 규격에 따라 달라지게 마련이다. 연주하는 악기가 대형이면 악사의 동작 역시 커지게 마련이고 악기가 소형이면 동작 역시 크지 않게 된다. 또한 악사의 동작은 악기를 연주할 때 자기 신체의 일부분을 사용하느냐의 여부에 따라 다르다. 기타를 치는 사람은 자신의 손가락을 가지고 현을 퉁겨 소리를 만들어 내고 대금을 부는 사람은 자기의 입과 손가락을 사용한다. 또 드럼을 치는 사람은 막대기를 사용하게 되고 바이올린을 켜는 사람은 활과 손가락을 사용한다. 이러한 악사의 동작은 연주시에만 있는 것이 아니고 연주가 시작되기전 부터 시작되는 경우도 있다. 예를 들면 가야금의 음율을 맞춘다든가 연주할 악기를 가장 편리한 장소에 놓는 동작들도 모두 흉하지 않아야 한다. 특히 오케스트라의 지휘자의 동작처럼 박자에 따라 순간 순간 달라지는 것이야 말로 변화 무쌍하다. 느리다가 갑자기 작아지며 또 매우 조용하다가 갑자기 격정적 인 동작이 되기도 한다. 하지만 서양고전 음악에서는 연주가를 하나의 무용가로서는 보지 않으며 또한 무용가를 연주가로도 보지 않는다. 하지만 동양이나 그 외의 나라에서는 한사람이 연주가이기도 하고 동시에 무용가가 되기도 한다. 특히 한국의 장고춤은 그 대표적인 예다. 악사의 얼굴 표정 역시 함께 고려 대상에 포함되지 않으면 않된다. 서양의 고전 음악이나 팝 뮤직의 연주시에 지휘자나 연주자들은 여러가지의 개성 있는 표정들을 보여주며 몸의 동작 하나하나가 커다란 영향력을 가지고 있는 것이다. 그러나 이와는 반대의 예로 한국 및 일본의 아악과 궁중악에서는 얼굴 표정이 처음부터 끝까지 변함이 없다. 시종 엄숙하고 진지하며 평화롭다. 서양 음악과는 대조적으로 감정이 얼굴 표정에 나타나지 않는다. 이것은 음악과 예법에 있어서 동양적인 전통의 일부라고 할 수 있을 것이다. 또 한가지 차이점은 있지만 지금까지 살펴본 것들은 가수의 경우에도 그대로 적용될 수 있는 것 들이다. 서양에서는 가수들이 언제나 서서 노래를 부르지만 한국 및 일본의 아악과 고전음악에서는 앉아서 연주하는 경우가 많다. 결론적으로 악사와 가수들의 전형적인 동작들은 일종의 무용에 속하는 것이며 음악 그 자체 못지않게 중요하기 때문에 음악과 함께 글로 혹은 그림으로 표시되거나 기록되어져야 한다는 것이다.

Empowering Teachers through Core Reflection: A Case in Korea

Judy Yin 아시아테플 2018 The Journal of Asia TEFL Vol.15 No.4

This study explored the reflection process of secondary in-service English teachers during a graduate course. In particular, the study aimed to examine the type of reflection the teachers are engaged in as they strive toward experiencing core reflection. In addition, the restricting and contributing factors during the process of reflection were also looked into. A total of 17 in-service secondary English teachers participated in this study. The data were collected from class observations, group discussions, reflective presentations, and interviews. The results of the study showed that they struggled at first due to many restricting factors such as lack of training to conduct structured reflections and ongoing administrative concerns. As they progressed and focused on a particular question that triggered further reflection, they were able to collaboratively reflect on a shared theme. This enabled them to confront their long-term difficulties and finally move forward. The implication of the study points out the importance of proper training to conduct effective reflection on a regular basis and the efforts to provide programs that focus on helping teachers to redefine imported theories and methods so that they can appropriately apply them in their classrooms.

A Comparative Study on Fashion-Conservativeness of Religious People and Non-Religious People in Korea

Judy Joo Hee Park,Ho Jung Choo 한국복식학회 2008 International journal of costume and fashion Vol.8 No.1

Stem Cell Research and Embryo Cloning : Involving Laypersons in the Public Debates

Judy Norsigian 한국여성민우회 2006 발간자료 Vol.2006 No.1

Exploring Pre-Service English Teachers’ Professional Identity Through Digital Welcome Letter

Judy Yin 한국중등영어교육학회 2022 중등영어교육 Vol.15 No.3

The purpose of this study was to explore pre-service English teachers’ perceptions of their professional identities through the process of composing digital welcome letter. In particular, the aim of this study was to examine how the participants reflected on their professional identity as they worked on their digital welcome letter and the effects of digitizing contents on their professional identity. A total of 35 undergraduate students participated in this study and their digital welcome letters, reflective response sheet, and interviews were collected as data. The triangulated data were analyzed according the categories suggested by Pennington and Richards (2016). The results showed that digital welcome letter encouraged the pre-service teachers to conduct anticipatory reflection (Conway, 2001) that allowed them to consider what type of identities they associate with the image of a “good” teacher. Furthermore, they became aware of complex configurations of their teacher identities that are intertwined with their foreign language learner identity. Digitizing their introduction allowed the pre-service teachers to reflect on how they can better communicate with their students as well as ways to build a positive and constructive rapport with their students in the future. Implications highlight the importance of teacher educators’ role in helping pre-service teachers navigate their developing professional identities and placing less emphasis on methodology-focused training.

Society's Child : A Mini-Workshop in Critical and Creative Thinking

Judy Downs-Lombardi 대한사고개발학회 1997 The International Journal of Creativity & Problem Vol.7 No.2

While critical thinking and creative thinking are seen as fields formed by expert ideas and informed opinions, newcomers to the concept still ponder definitions and interpretations. Essential to our understanding of thinking skills and their applications is some agreement on meanings and quality implementation of thinking programs. This article explores the commonalties and differences in perspectives on critical and creative thinking and recommends ways for novices to both fields to enter the dialogue.