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Youngsook Kim CHONGSHIN UNIVERSITY 2019 CHONGSHIN REVIEW Vol.25 No.-
The purpose of this study is to explore how Christian English teacher education program can take the role of social responsibility and educate Christian pre-service English teachers(CPETs) to be agents for change as well as professional English teachers. The theoretical foundation bases on the critical pedagogy which implies that language teachers are more than facilitators of communication and they are charged with the social responsibility to help students to seek justice and to be peacemakers in a world of desperate need of change. The paper first reviews the literature about current thoughts in critical pedagogy in English education and especially focuses on how CPETs can play the role of agent for social change and dedicate themselves as followers of Jesus Christ. Then, the paper speculates how CPETs perceive their role as socially responsible teachers through analyzing their vision essays. The paper finally suggests several instructional strategies to ensure that CPETs do not lose sight of inequalities and social problems intricately related to current English education in Korea.
Reflection in Teacher Development: Exploring Pre-service Teachers" Journal Writing
Youngsook Kim 한국외국어교육학회 2007 Foreign languages education Vol.14 No.1
The purpose of the study was to explore the role of journal as a way to encourage pre-service teachers to reflect on their own learning experiences and to determine the extent of reflection through journal writing. Journals were kept by pre-service English teachers during a teacher preparation course where the focus was on the understanding of second language acquisition. Sixteen participants were juniors in an undergraduate teacher development program in a university in Korea. The journal entries the trainees kept were analyzed through content analysis method in relation to the dual role as learners and prospective teachers. Within this research framework, it was found that the pre-service English teachers reflected internally on their English learning experiences and could connect the concepts and abstract ideas to their personal experience of learning English. Also, pre-service teachers were able to display their reflective capabilities through the exercise of journal writing in spite of their limited L2 writing skills. From the findings it is suggested that journals can be used as a valuable tool for the teachers-in-preparation, both in developing reflective teachers and in generating powerful insights which later would influence their own classroom behavior and motivation as a teacher.
The development of a team building program for korean curling team
( Youngsook Kim ),( Sanghyuk Park ),( Taewhan Kim ) 한국스포츠정책과학원(구 한국스포츠개발원) 2017 International Journal of Applied Sports Sciences Vol.29 No.2
The purpose of this study was to develop and apply a team building program for a curling team through needs assessment. The participants in this study were 69 high-school, college, professional, and national curling athletes for the needs assessment, 4 sport psychologists and 2 curling experts for verifying the validity of the program, and 5 curling athletes of professional curling teams for the application of the team building program. The needs assessment data were analyzed by inductive content analysis. The team building program was developed based on the results of needs assessment, goal setting of the team building program, and a selection of activities for the team building program. The team building program was applied to five curling players for 7 sessions. Team cohesion, team efficacy, and effective communication were measured two times (i.e., pre and post) to examine the effects of team building intervention. The results of needs assessment indicated interpersonal relationship, communication, and performance were necessary factors for team building. Consequently, goals of the team building program were to improve communication and interpersonal relationships. Team building activities were selected through team building literature review and expert meetings. Secondly, the team building intervention had a positive influence on team cohesion, team efficacy, and communication. These results indicated that team building would positively contribute to team factors and team performance.