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  • 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
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ⅰ ⅱ ⅲ ⅳ ⅴ ⅵ ⅶ ⅷ ⅸ ⅹ Ⅰ Ⅱ Ⅲ Ⅳ Ⅴ Ⅵ Ⅶ Ⅷ Ⅸ Ⅹ
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      저자 : Hui-Chin Yeh (검색결과 2 건)
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      • KCI등재

        EFL teachers' challenges and dilemmas in transferring theories and practices cross-culturally

        Hui-chin Yeh 서울대학교 교육연구소 2011 Asia Pacific Education Review Vol.12 No.1

        This paper explores the performance and shared learning experiences of a group of English as a foreign language (EFL) teachers studying in a U.S.-based graduate program. In order to assimilate the knowledge, a voluntary group was naturally formed outside a graduate course. The group meetings lasted from 4 to 5 hours on a weekly basis during a 13-week semester. The focus of this paper is to report and discuss the challenges and dilemmas facing EFL teachers when transferring new theories and knowledge to participants' home contexts.

      • KCI등재

        The roles of a university professor in a teacher study group

        Hui-Chin Yeh,Yi-Ping Chen,Hsiu-Ting Hung 서울대학교 교육연구소 2012 Asia Pacific Education Review Vol.13 No.3

        The opportunities in which university professors collaborate with the practicing school teachers in a teacher study group are few. This study investigated how a university professor facilitated a collaborative teacher study group to enhance teachers' professional growth. Five primary school teachers and a university professor collaborated on incorporating Reader's Theatre into the design and revision of the curriculum in a teacher study group. This study not only identified the roles of the university professor but also highlighted how this outside stimulus facilitated the process of teachers' professional dialogues in this teacher study group. Five roles of the professor in the teacher study group were identified, including content expert, information provider, thought challenger, discussion facilitator, and caring listener. The discrepancies toward the roles that the professor in the teacher study group should serve between the elementary school teachers and the university professor were analyzed and reported. Implications were drawn for both classroom teachers and university professors.

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