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.

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.

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.

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.

Primary School Novice Teachers' Perceptions of English Education and Development of English Teaching Skills

최종녀(Choi Jong Neyo) 한국초등영어교육학회 2014 초등영어교육 Vol.20 No.4

The present study aims to discuss primary school novice teachers' development of English teaching skills through training sessions for designing a curriculum and their viewpoints on challenges and significances as they execute after-school programs. Five newly assigned teachers participated in this study. Data was collected through observations of novice teacher training sessions every week during the study, and in-depth interviews conducted three times. The study investigated two questions: 1. How do novice teachers perceive English education, and what is their attitude towards teaching English? 2. In what ways can novice teachers improve their English teaching skills through after-school English programs? Findings highlighted that novice teachers' perceptions of English education was positive and evolving even though they were under pressure, especially in limited English environments in Korea. The novice teachers participated in continuative training sessions, which provided basic teaching methods and materials. With organized training schedules, the novice teachers developed their lessons as well as created more teaching ideas. The study found that there are many areas in which novice teachers can improve their teaching skills through training sessions for designing and executing after-school English programs.

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.

A Study on the Effect of Mentoring Program for Novice Teachers in the Field of Early Childhood Education

심미경(Sim, Mi-Kyung) 한국비교교육학회 2015 比較敎育硏究 Vol.25 No.5

본 연구는 초보교사들을 위한 멘토링 개발 연구의 일환으로 2015년 파일럿 프로그램으로 실시된 멘토링 프로그램의 효과를 조사하기 위하여 실시된 기초조사 연구이다. 본 연구를 통하여 연구자는 미국 롱아일랜드 지역에서 실시한 멘토링 프로그램에 참여한 초보교사들을 대상으로 멘토링 프로그램의 효과와 만족도를 살펴보고자 하였다. 연구방법으로는 여름방학기간동안 지역대학에서 제공하는 매주 1회 6시간의 멘토링 프로그램에 참여한 60명의 초보교사들에게 설문지를 배부하는 기초조사방법을 사용하였으며 이와 함께 다섯 명의 대표 초보교사들과 포커스 그룹 인터뷰를 실행하는질적 연구방법을 병행하였다. 연구결과 본 연구에 참여한 멘토링 프로그램 참가자들은 교사교육관계자나 전문가가 아닌 그 지역 내의 경험 많고 숙련된 교사들에 의해 제공되는 멘토링 프로그램에 대한 만족도가 높았으며 이들과의 멘토링 관계는 맨토링프로그램이 종료된 이후에도, 교실 밖에서까지 꾸준히 유지하고자하는 경향이 강했다. 특히 초보교사들은 인종뿐 아니라 사회 문화적으로 점차 더 다양성이 고조되는지역 환경 내에서 다양한 사회 문화적 배경을 가진 학생들을 지도해야 하는 부분에 있어서 멘토링 프로그램을 통해 경험 많은 지역교사들에게서 전수받은 노하우들을 매우 유용하게 판단하고 있었다. 본 연구의 결과는 아직까지 미국에서도 멘토링의 효과유무에 대해서 논란이 많은 현 시점에서 효율적인 멘토링 프로그램의 요건에 대한 시사점을 찾고자 한 점에서 그 의의를 찾을 수 있다. This study is a part of a multifaceted research study on the development of mentoring program for novice teachers. The purpose of this study was to examine the effect of the mentoring program for the first year in-service teachers in the field of early childhood education. Sixty novice teachers in Long Island, the US participated in a series of a five-week mentoring program provided by a local university in the summer of 2015. After the mentoring program, a questionnaire was distributed to every one of sixty novice teachers and a focus group interview was conducted with five representative teachers. The survey was conducted to check the program satisfaction and results of the collected data from the survey was cross checked with data drawn from the focus group interview. The result of this study showed that the majority of novice teachers were satisfied with the mentoring program offered by experienced teachers and most novice teachers wanted their mentoring program continues outside classroom as well as in class. In particular, most novice teachers found it very useful to apply the teaching materials and tips for young children with diverse cultural background provided by experienced teachers in the mentoring program to their own classrooms. This study shed light on the importance of mentoring offered by experienced teachers with the hope that through mentoring novice teachers will be able to impact the practice of curriculum developers and policy-makers as well.

수업지도안 작성에 대한 초임교사들의 인식 분석

정한호 한국교육개발원 2011 한국교육 Vol.38 No.2

The purpose of this study was to analyze the perception of lesson plan design among novice teachers in order to improve their abilities to design lesson plans. This study attempted to analyze the status of lesson plan design based on in-depth interviews. Elementary school teachers with less than five years teaching experience participated in in-depth interviews (one male teacher, three female teachers). This study analyzed qualitative data from Colaizzi's phenomenological perspective. The results were as follows. First, the novice teachers recognized that individual ‘correction' helps to improve their lesson plan writing skills. Second, the ‘closed nature' of school culture and ‘indifference to class' had a negative effect on the novice teachers’ ability to design lesson plans. Third, the novice teachers felt that it is difficult to realize their lesson ideas. Fourth, the novice teachers had difficulty creating lesson plans from ‘various school events’, ‘school authorities’ emphasis on the use of media, and ‘students' learning gap.’ Fifth, the novice teachers perceived the design forms for lesson plans currently being used in schools as a formal framework to be shown to those outside the class. Sixth, unlike experienced teachers, novice teachers created lesson plans as practical tools for preparing their lessons. These results and their implications were discussed. 본 연구는 바람직한 방향으로 초임교사들의 수업지도안 작성이 이루어지도록 도와주기 위해 수업지도안 작성에 대한 초임교사들의 인식을 탐색하였다. 본 연구에서는 초등학교 교직경력 5년 미만의 초임교사(남 1, 여 3)를 대상으로 심층면담을 실시하였으며 현상학적 분석 방법인 Colaizzi 방법으로 면담내용을 분석하였다. 연구결과는 다음과 같다. 첫째, 초임교사들은 개별적으로 실시되는 ‘첨삭지도’가 수업지도안 작성 능력 신장에 도움이 되는 것으로 인식하였다. 둘째, 학교문화의 ‘폐쇄성’과 ‘수업에 대한 무관심’은 초임교사들의 수업지도안 작성에 부정적인 영향을 미쳤다. 셋째, 초임교사들은 자신의 수업 아이디어를 구체화하여 표현하는 것에 어려움을 느꼈다. 넷째, 초임교사들은 ‘각종 학교행사’, ‘학교당국의 매체사용 강조’, 그리고 ‘학생의 학습능력 차이’로 수업지도안 작성에 어려움을 겪었다. 다섯째, 초임교사들은 현재 학교에서 활용되고 있는 수업지도안 작성 양식을 외부에 보여주기 위한 형식적인 틀로 인식하였다. 여섯째, 초임교사들은 경력교사와 달리, 자신의 수업 준비를 위한 실제적인 도구로서 수업지도안을 작성하였다. 본 연구에서는 이에 대하여 논의하고 효과적인 방안을 제시하였다.

Exploring the Effect of Self-reflection through Awareness Raising on Novice and Experienced Iranian EFL Teachers’ Pedagogical Beliefs Enactment

Saeed Mehrpour,Meisam Moghadam 아시아영어교육학회 2018 The Journal of Asia TEFL Vol.15 No.3

As the second phase of a larger-scale study, the present study attempted to explore the effect of selfreflection through an awareness raising technique on novice and experienced Iranian EFL teachers’ pedagogical beliefs enactment. To this end, a personal practical theorizing process was employed both as a method to make teachers’ practical beliefs explicit and as a consciousness-raising technique to increase teachers’ awareness of their beliefs, thereby stimulating the teachers to convert their beliefs into actual classroom practice. In the first phase of the study, the pedagogical beliefs and practices of the participants were examined and discrepancies were found in novice teachers’ pedagogical beliefs and practices. Within the domain of the qualitative research, a multi-case study design was utilized, employing eight novice and experienced teachers who were selected based on purposive sampling. The data were analyzed using a constant comparative method around common themes and categories, which were identified as distinctive features of teachers’ personal practical theories; these same categories were then compared with teachers’ practices. The results showed that, except for teachers’ content knowledge, the pedagogical beliefs of novice and experienced teachers were represented differently in their practices. However, after the theorizing technique, the teachers’ practices became more in line with their pedagogical beliefs. With respect to teachers’ professional development, the novice teachers who were initially concerned with maintaining order went through self-assessment and reflection, adopted new identities as real teachers, and entered into a state of maturity.