영어교사의 교사학습공동체에 관한 설계 및 인식

안경자(Ahn, Kyungja) 한국영어학회 2024 영어학 Vol.24 No.-

예비교사를 위한 과정중심 영어 글쓰기 지도 모형 개발 및 적용 효과

안경자(Ahn, Kyungja) 한국영어학회 2020 영어학 Vol.20 No.-

국가교육과정 개혁 맥락에서의 초등 예비 영어 교사의 교육실습 경험 및 발전

안경자(Ahn Kyung ja) 한국초등영어교육학회 2015 초등영어교육 Vol.21 No.1

The study aims to examine the experiences and development of student teachers during their practicums under the CLT-based curricular reform context. The participants are one mentor teacher and her three student teachers in a laboratory elementary school. The data include an English lesson per student teacher, interviews with each student teacher and the mentor teacher as well as the practicum journals, lesson plan drafts, classroom materials, and survey of the student teachers. The student teachers' practicum experiences differed depending on their personal prior experiences and knowledge regarding English and English language teaching; interactions with mentor teachers, peer student teachers, and pupils; and the classroom contexts. These factors led to the different levels of development of the student teachers as English teachers. The student teachers basically understood the core concepts of the curricular reforms and made efforts to improve their pupils' communicative competence with different foci across student teachers such as considering intercultural communication, enhancing pupils' interest in learning English, emphasizing natural English input and use. However, each student teacher had difficulties implementing the curricular reforms due to the limitations of her English and teaching skills, classroom management, simple and unnatural English use recommended by the textbook based on the National Curriculum. Despite the overall satisfaction with the practicum experiences, the student teachers wanted more substantial and active mentoring of the mentor teacher. Further suggestions regarding student teaching, mentoring, and pre-service English teacher education are discussed.

예비교사에서 현직교사로: 초등영어교사의 예비교사교육에 관한 경험과 인식

안경자(Kyungja Ahn) 한국초등영어교육학회 2023 초등영어교육 Vol.29 No.2

This study aimed to explore elementary English teachers’ experiences and perceptions of English pre-service teacher education (PRESET). In addition, it investigated the impact of PRESET on the teachers’ English language teaching (ELT). It also examined the teachers’ perceptions of ELT as pre-service and novice English teachers. Fifty elementary English teachers participated in the survey. Among them, ten teachers participated in the focus group research, and their interviews, reflection journals, and lesson observations·analysis were collected and analyzed qualitatively. The results are as follows: Overall, the teachers perceived the PRESET curriculum, teaching practicum, extracurricular activities, and the preparation for the Teacher Employment Test positively in terms of their adaptability into real-life ELT. At the same time, some teachers did not find PRESET particularly useful for their current teaching, because it was not applicable to their real English classroom context. It is implied that PRESET should be improved in order to heighten the teachers’ development of English language and English instructional skills, leading to their learners’ English communicative competence. In particular, there is a need to develop the Teacher Employment Test to measure and support the teachers’ English teaching skills more effectively. Important implications regarding elementary English teacher education will be further discussed.

초등 예비 영어교사의 영어 학습과 교수에 대한 경험 및 인식

안경자(Ahn, Kyungja) 한국초등영어교육학회 2013 초등영어교육 Vol.19 No.4

This study aims to examine how pre-service primary English teachers perceived their experiences with English learning and teaching. The participants were 26 pre-service primary English teachers enrolled in a sophomore-level course at a Korean university. The data were the participants' autobiographies about their English learning and teaching history, which were submitted as a course assignment. Most participants described their English learning experiences much more than their teaching experiences. As English learners, (1) most of them recalled that while they learned English for fun as elementary school students, (2) they primarily studied English for exams at the secondary school level. (3) As college students, their English study hours have been decreased, and their study objectives have been reorganized. (4) Turning points in their English language development included English skills competitions, studying with capable peers, and using English communicatively while studying and travelling abroad. (5) They also revealed various degrees of self-evaluation of and confidence in their English skills. As pre-service teachers, they revealed (1) the limitations of English language and teacher education curricula at the university, (2) their limited English teaching experiences and knowledge about teaching methodology, (3) development of English (instructional) skills through English teaching experiences, and (4) different degrees of self-evaluation and confidence as English teachers. Important implications for teacher education policy makers, teacher educators, and pre-service teachers themselves are presented.

영어 교사연구자의 교수 및 연구 동기 변화와 요인

안경자(Ahn, Kyungja) 한국영어학회 2020 영어학 Vol.20 No.-

초등영어교사의 교사연구자로서의 인식 및 정체성

안경자 ( Ahn Kyung Ja ) 서울敎育大學校 初等敎育硏究所 2017 한국초등교육 Vol.28 No.1

본 연구는 대학원 재학생 및 박사과정에 있는 초등영어 교사들의 교사연구자로서의 인식 및 정체성을 분석하고자 했다. 대학원생인 초등 교사 22명을 대상으로 설문 응답 및 자서전적 에세이를 수집했고, 박사과정에서 연구 수행 중인 초등 교사 4명을 대상으로 설문 응답, 자서전적 에세이, 성찰 일지, 연구 산출물 등을 수집하여 내용분석을 통해 질적으로 분석했다. 대학원생들의 교사연구자로서의 인식과 정체성에는 대학원 수학 경력 및 연구 경험이 큰 영향을 미쳤다. `입문 단계`에서는 대학원 수학 및 연구 경험이 적어 연구에 대한 불안감과 초조감이 높았다. `진행 단계`는 주로 학위논문을 진행하는 과정에서 나타났으며 수업 개선 연구를 시도하고 그 성과를 기대했다. `확장 단계`는 연구 경험에 대한 성찰과 함께 다른 연구로 확장해 나가는 양상을 보였다. 박사과정 대학원생의 경우는 한 학기 동안 연구를 수행해 가면서, 우선, `연구학습자`로서 대학원 수업 및 자율적인 학습을 통해 연구 방법을 습득하며 연구자로서의 역량을 향상시켰다. 둘째, `연구탐색자`로서 선행연구를 살펴보면서 본인 연구의 범위, 주제, 설계에 대해 탐구해 이를 구체화시켰다. 셋째, `연구협상자`로 연구를 진행하면서 연구 맥락에 따라 연구 방향, 방법 및 논문의 논리 전개에 문제점을 발견하고 해결하며 연구를 수정·보완했다. 마지막으로, `연구성찰자`로서 본인이 수행한 연구의 과정과 결과를 되돌아보고 교육적, 학문적인 시사점을 찾고자 했다. 교사연구자 4명의 차이를 가져온 것은 진행하려는 연구에 대해 연구 수행 이전에 가진 연구 경험, 연구 주제, 방법 및 맥락에 대한 구체성 및 준비성의 정도였다. 본 연구 결과는 교사, 교사연구자, 교사교육가 및 정책입안자에게 초등영어교육 및 교사교육에 대한 시사점을 주고 있다. This study aims to examine the identities of elementary English teachers as teacher-researchers in a graduate program in general and those in the doctoral program in particular. Survey responses and autobiographic essays from 22 graduate students were collected. Also, survey responses, autobiographic essays, reflective journals, and final papers from four doctoral students were gathered. All the data were analyzed qualitatively through content analysis. It was found that the graduate students went through three different stages as teacher-researchers based on their amounts of experience in research and how long they had been in the graduate program: The initial, implementation, and expansion stages. While conducting their own research during the semester, the four doctoral students each displayed four types of teacher-researcher identities: research learners, research explorers, research negotiators, research reflectors. Individual differences were mainly related to how specific their research topics and methodology were and how prepared they were when they started their research at the beginning of the semester. Important implications for teachers, teacher researchers, teacher educators, and policy makers surrounding elementary English education and teacher education are discussed.

초등 예비교사를 대상으로 한 과정 기반 영어 마이크로티칭 모형의 개발 및 적용

안경자 ( Kyung Ja Ahn ) 서울敎育大學校 初等敎育硏究所 2015 한국초등교육 Vol.26 No.1

본 연구는 과정 기반 영어 마이크로티칭 모형을 개발하고, 이를 초등 예비교사교육 강좌에 적용해 초등 예비교사들의 경험 및 인식을 탐구했다. 초등 예비교사 21명을 대상으로 모형을 적용하고, 마이크로티칭 성찰문, 사후 설문지를 비롯해 배경요인 설문지, 수업지도안, 동료평가 자료를 수집하여, 내용 및 빈도분석을 거친 결과 주요 연구 및 분석 내용은 다음과 같다. 첫째, 과정기반 마이크로티칭 모형은 예비교사들의 영어 수업계획, 실연, 평가에 대한 역량을 증진시키기 위해 마이크로티칭 전, 중, 후 단계로 고안되었다. 마이크로티칭 전 단계에서는 수업실연을 위한기본 역량을 강화하기 위해 영어 수업지도안, 교실영어, 영어 수업 평가 관련 워크숍을 진행했다. 수업지도안은 초안, 수정본, 최종본을 작성하면서 발전시키도록 했다. 마이크로티칭 후 단계에서는 교수, 동료, 자기평가를 시행했다. 둘째, 예비교사들은 수업지도안 계획 및 수정시 학습목표에 적합하고 실제적 의사소통 기회를 제공하며 학습자의 흥미와 참여를 높이는 활동을 단계별로 적절히 구성하는 것을 중요하게 생각했다. 또한 문법적이고 적절한 영어 표현을 사용하고자 했다. 자기성찰을 통해 본인 수업실연의 장단점을 분석하고 영어 수업실연 능력을 증진할 수 있는 계획을 세우기도 했다. 셋째, 예비교사들은 전반적으로 마이크로티칭 모형이 유용하다고 인식했다. 그러나 수업실연의 절차와 소요시간 등에서 임용시험과 동일하기를 원했다. 또한 교수, 동료, 자기평가가 예비교사들의 영어 교수 능력 향상에 유용하다고 인식했으나, 보다 자세하고 분석적이고 비판적인 교수 및 동료평가와 보다 자유롭게 성찰하는 자기평가가 되기를 원했다. 이러한 연구 결과를 바탕으로 본 연구는 마이크로티칭 모형의 개선 방향과 영어 예비교사교육에 대한 제언 및 시사점을 주고 있다. This study aims to develop a model for process-based English microteaching (PEM) for pre-service primary English teachers. It also examines pre-service teachers’ experiences and perceptions of their microteaching and the microteaching model when this model was implemented in one of their teacher education courses. The participants were 21 pre-service primary teachers who were enrolled in an primary ELT methodology class taught by the researcher. Data collected include the participants’ personal reflections on microteaching and post-survey responses about the microteaching model as well as three lesson plan drafts from each pre-service teacher, video-recorded microteaching sessions, and feedback from peers and the instructor. The data were analyzed both qualitatively (content analysis) and quantitatively (frequency analysis) using a mixed research design. In order to improve the pre-service teachers’ competence in planning, teaching, and evaluating English lessons, PEM was developed based on pre-, while-, and post-microteaching stages. When PEM was implemented, the participants focused on planning and revising their lessons based on the presentation-practice-production model to achieve the lesson objectives, provide the pupils opportunities for real-life communication, and improve their level of interest and participation. Also, the participants wanted to use grammatical and more appropriate English expressions. Through self-reflection on their microteaching, they analyzed the strong and weak points of their own lessons and created plans to improve their English and teaching skills. While the participants perceived the PEM as useful for lesson planning and teaching, they wanted the format of the microteaching to be closer to that found in the Teacher Employment Test. Whereas the participants found the feedback from the peer, instructor, self-assessments helpful, they wanted more analytical feedback from more competent peer evaluators, more detailed and critical instructor feedback, and more open self-reflection opportunities. Based on these findings, suggestions to improve PEM for pre-service English teachers are made. Moreover, implications for teachers, teacher educators, and policy makers regarding increasing the English instructional skills of pre-service English teachers are discussed.

영어교사의 전문성 발전: 교사연수 프로그램 설계 및 교사연수에 관한 인식

안경자(Ahn, Kyungja) 한국영어학회 2023 영어학 Vol.23 No.-

This study aims to explore elementary English teachers’ experiences in and perceptions of teacher training programs. The participants were seven teachers enrolled in a graduate seminar that the researcher taught for a semester. The graduate seminar was on second language teacher education, which included designing a teacher training program. The data consisted of each participant’s teacher training program design, pre- and post-surveys, final portfolio, final paper as well as the researcher’s field notes. The data were analyzed qualitatively using content analysis. The major findings are as follows: First, the teachers had different experiences and attitudes towards the teacher training programs primarily based on their ELT experiences. Second, the teachers designed teacher training programs to improve teachers’ English abilities, ELT competence, co-teaching capabilities with English native speaking teachers, and to share ELT practical knowledge with other teachers. Third. the teachers recognized the need for English teacher training for their professional development, demanded changes in English teacher training programs to meet learners and teachers’ needs, and expressed their intention to participate or teach other teachers in English teacher training programs. It was suggested that teacher education programs should support teachers for their continuous professional development more effectively. Further important implications regarding the development for English teachers and English teacher training programs were discussed.

초등영어 예비교사의 전문성 신장을 위한 교사교육 모형 개발 및 적용

안경자(Kyungja Ahn) 한국영어학회 2021 오늘의 가사문학 Vol.- No.27

This study aims to develop a teacher education model for pre-service elementary English teachers. It also investigates how they developed as English teachers and how their conceptualization of English teachers changed when the model was applied in a teacher education course. The participants were 16 undergraduate students who registered in a course on elementary English teacher education. The data included pre- and post-survey responses, English lesson observation notes, book report, report on English teacher interviews, pre-service English teacher portfolios, and field notes. The data were qualitatively analyzed using content analysis. The results were as follows: First, the pre-service teacher education model was organized into three stages: (1) the English teaching and learning experiences and English lesson observation, (2) the acquisition of theoretical and practical knowledge on English education, and (3) the teacher’s reflection and growth. Second, the participants underwent cognitive (teacher knowledge and beliefs), affective (teacher motivation and confidence), and metacognitive (teacher reflection and plan) development. Third, the participants’ conceptualization of English teachers has changed into that of teachers who learn continuously, collaborate willingly, and research reflectively. It was suggested that effective pre-service teacher education programs for promoting teachers’ professional development should be developed and implemented. Further important implications regarding pre-service teacher education and teacher development were discussed.