중등영어교사의 영어교육정책에 대한 인식과 수업 실행 실태 탐색적 연구

이효신(Hyoshin Lee) 한국중원언어학회 2015 언어학연구 Vol.0 No.35

This study aimed to explore secondary school English teachers’ perception of the English language policy focusing on improving communicative ability and their current teaching practice. A questionnaire, based on the teacher-centered systemic reform model, was developed and distributed to 185 teachers in Seoul. The factor analysis identified six factors regarding the teachers’ perception. The factors identified are 1) the improvement of communicative ability in English, 2) students’ autonomy and teachers’ collaboration, 3) English teaching focusing on improving expression ability including speaking and writing, 4) teacher development, 5) operation of English language classes, and 6) revising the assessment methods. Amongst them, the former three factors indicated that the teachers reached overall consensus regarding the issues, while the latter factors indicated that they did not reach consensus yet. It seemed that sufficient change in English teaching practice has not been made in two areas such as operation of English language classes and assessment while change has been made in the other four areas. It is suggested that English language policy be redesigned through considering teachers’ perception and their current teaching practice.

중등 신규임용교사 핵심역량 강화를 위한 교사연수 교육과정 개발 연구

이효신(Lee, Hyoshin) 학습자중심교과교육학회 2017 학습자중심교과교육연구 Vol.17 No.10

This study aims to derive the core competences of beginning teachers for secondary schools, investigate their perceptions of the core competencies and the relevant training programs, and develop the direction of effective teacher education programs for them. To do this, a literature review, experts interviews, a closed questionnaire, and written interviews were employed. In order to derive core competencies, questionnaires were prepared through interviews with experts based on literature analysis, and then questionnaires were administered to six experts in secondary education. Next, a questionnaire survey was administered to 574 new secondary school teachers to identify their experiences and satisfaction of taking core competencies-based teacher training programs and their perceptions of the importance and perceived level of core-competencies. In addition, a written interview was conducted on 10 beginning teachers to investigate the effects and improvements of beginner teacher training. Nineteen core competencies were derived from 18 teachers major tasks in the six activity areas. Based on this, teachers perception of core competencies and their recognition of the completion of related training and the satisfaction of training were also examined. The direction of development of the training course was suggested by reflecting the results of the study. It is strongly recommended that the pre-employment training focus on teaching-oriented training, which is recognized as important by beginning teachers, and the post-employment training focus on classroom management and school administration-oriented training. Also, it is proposed to present the operation model for each subject considering factors such as training period, syllabus, training method, class operation, and instructor types which affect the satisfaction of the training. 이 연구는 중등 신규임용교사가 현장에 정착하기 위해 필요한 핵심역량을 도출한후 수요자의 요구를 반영한 효과적인 신규임용교사 연수 교육과정의 개발 방향을 제시하는 것을 목적으로 한다. 이를 위해 문헌분석, 전문가 면담, 설문조사, 서면면담등 다면적 연구방법을 활용하였다. 먼저 핵심역량을 도출하기 위해 문헌분석을 바탕 으로 6명의 전문가와의 면담을 거쳐 설문지를 작성한 후 14명의 중등교육 전문가를 대상으로 설문조사를 실시하였다. 또한 574명의 중등 신규임용교사를 대상으로 핵심 역량 관련 연수이수 여부와 만족도, 핵심역량에 대한 중요도와 보유도에 대한 인식을 조사하는 설문조사를 실시하였다. 아울러 직무연수의 장․단점, 연수 이수 효과, 연수 개선사항 등을 조사하기 위해 10명의 중등 신규임용교사를 대상으로 서면면담도 실시하였다. 중등 신규임용교사에게 요구되는 핵심역량을 조사해 본 결과 6개 활동영역의 18개 주요 업무에서 19개의 핵심역량이 도출되었다. 이를 토대로 핵심역량에 대한 인식을 조사하고, 관련 연수 이수여부에 대한 인식과 연수 만족도를 조사하 였다. 설문조사 결과를 반영하여 연수 교육과정의 개발 방향을 제시하였다. 먼저 임용 전 연수는 신규임용교사들이 중요하게 인식하는 수업 중심의 연수에 중점을 두고, 현장배치 후에는 생활지도와 업무처리 관련 연수를 제공하는 것이 효과적이라는 점을 반영하여 임용 전․후 연수교육과정(안)을 제안하였다. 또한 연수만족도에 영향을 미치는 요소인 연수 시기, 교과목의 구성, 연수방식, 수업운영, 강사유형을 고려한 교과목별 운영 모델을 제시할 것을 제안하였다.

딕토글로스 활용 대학생 영어뉴스청취 학습의 듣기능력 신장 효과 분석

이효신(Lee, Hyoshin) 한국외국어교육학회 2011 Foreign languages education Vol.18 No.1

The current study aims to explore the possibility of employing dictogloss as a method to improve students’ English listening ability at a university level. The paper begins with theoretical background including a brief overview of the change in listening instruction and the use of news English and dictogloss in language learning. It presents an example of lessons using dictoloss in an English news class at a local university. The lessons were provided for 20 university students for 16 weeks. The research employs qualitative and quantitative methods including pre- and post-listening tests, a questionnaire, group interviews and student worksheets. It has been found that the dictogloss method contributed to improving the listening test results by encouraging students to be active learners and use listening strategies. No significant difference between students in high and low levels in the research has been found. It has also found that the dictogloss method has a positive effect on students’ attitudes to improving listening skills. In addition, it has been found that it contributed to the improvement of other language skills, particularly writing. The findings of the research imply that the dictogloss can be used as a way to increase learner autonomy and thinking skills through collaborative learning.

협력적 실행연구를 통한 영어교사 전문성 신장 가능성 탐색

이효신(Lee, Hyoshin) 한국응용언어학회 2013 응용 언어학 Vol.29 No.2

This paper aims to explore the possibility of English language teacher development through collaborative action research (CAR). To achieve such aim, three objectives are being set : to investigate the impacts of CAR on professional development, to identify factors for effective CAR, and to make suggestions for conducting effective CAR as a method for professional development. A case study of CAR to improve students’ writing skills were being adopted. The qualitative data such as participant teachers’ meeting minutes, seminar proceedings, field notes and documents were collected from participatory observations and in-depth interviews with 3 teachers who participated in the CAR. The study has found that the CAR made significant impacts on participants’ professional development. In short-term, it contributed to building their confidence in teaching writing skills, relieving burdens on opening classrooms, accumulating experiences in discussion, and improving leadership. In mid- and long-term, it was found that they became autonomous learners who pursuit sustainable growth in their career and the school internalized collaborative culture. The factors for effective CAR were identified. The facilitating factors are rational role division, clarification and focus of tasks, participants’ needs for development, and challenge to teach writing skills. On the other hand, the impeding ones are anxiety of new tasks, role conflict and lack of experience in CAR. Finally, suggestions are made for conducting effective CAR as a method for professional development.

교육봉사활동을 통한 예비교사 핵심역량개발 사례 연구

이효신(Lee Hyoshin) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.6

This study aims to investigate the effects of educational volunteer activities on the development of core competencies required by student teachers, to identify factors affecting it and to make implications for the development of educational volunteer activities. To do this, the study employs a case study, in which seven university student teachers participated in the activities with 13 fifth- and sixth- grade elementary school students. The data were collected from written documents regarding six-day activities and written interviews with seven student teachers using the behavioral interview method. The results showed that the elementary students were highly satisfied with the program and that the student teachers also experienced the growth of knowledge, skill, emotion, and meta-learning competency required by the student teachers. It was found that readiness including personal characteristics, team factors, and external conditions affected the implementation of the curriculum comprising teaching, student life guidance and support. The implementation of the curriculum affected the results of the educational volunteer activities including the students’ satisfaction level and the development of core-competences required by the student teachers. Finally, suggestions to improve the educational volunteer activities were made. They were the measures to secure their sustainability and the need to expand their horizon to volunteer learning. 본 연구는 대학생 재능캠프에 참여한 예비교사의 교육봉사 활동을 사례로 교육봉사가 예비교사에게 요구되는 핵심역량 개발에 미치는 효과와 영향 요인을 분석한 후 교육봉사의 내실화를 위한 시사점을 모색하였다. 대학생 7명이 초등학교 5학년과 6학년 학생 13명을 대상으로 교육봉사활동을 실시하였다. 2019년 하계방학 때 5박 6일간 실시된 교육봉사 활동 관련 자료와 행동사건면담 방식을 적용한 서면면담으로 2019년 10월 자료를 수집하여 분석하였다. 활동결과를 분석한 결과 참여 학생들의 만족도가 높고, 참여 대학생들도 예비교사 대학생들에게 요구되는 역량인 지적 역량, 기술 역량, 정서적 역량, 메타학습 역량 개발 효과를 경험한 것으로 확인되었다. 이러한 긍정적인 결과는 개인적 특성, 팀 요인, 외부여건으로 구성되는 준비도가 교과·학생생활지도와 지원활동으로 구성되는 실행에 영향을 미치고 실행은 참여 학생 만족도와 참여자 역량개발 효과로 구성되는 교육봉사 성과에 영향을 미치는 경로를 통해 나타나는 것으로 확인하였다. 마지막으로 교육봉사의 지속 가능성 확보 방안과 봉사학습으로의 지평 확대 필요성을 개선방안으로 제안하였다.

중등 신규영어교사 수업실행능력 강화 연수 프로그램 개발을 위한 수업과업중심 요구 조사¹⁾

이효신 ( Lee Hyoshin ),김혜영 ( Kim Heyoung ) 한국중등영어교육학회 2016 중등영어교육 Vol.9 No.4

This study aimed to provide the direction of the development of a teacher education program for novice secondary English teachers focusing on improving English teaching practice competences through needs analysis based on teaching practice tasks. In order to accomplish this research aim, such issues as the recognition of teacher education programs for novice teachers, the identification of the tasks for teaching practice and the priority of the tasks in the program were addressed. Data sources were from ethnographic interviews, intensive interviews and a questionnaire survey. The findings showed that the new secondary teachers of English were not satisfied with the inductive teacher education programs. The tasks of teaching practice were identified. They are classified into four areas including 1) lesson planning and introduction, 2) teaching activities, 3) teaching operation, and 4) assessment of students` academic achievement and evaluation of classroom teaching. A needs analysis based on tasks in teaching practice indicates that they place emphasis on teaching operation, followed by assessment and evaluation, teaching activities, and lesson planning and introduction. Lastly, suggestions for the improvement of the teacher education programs for the novice teachers and further study were provided.

Integrating Language, Theory and Practice: A Case of a Residential INSET Program

이효신(Lee, Hyoshin) 한국초등영어교육학회 2013 초등영어교육 Vol.19 No.3

This study aims to investigate the effectiveness of a 12-week residential INSET program. The program was developed and implemented in order to explore the possibility of integrating three main components of language competence, methodology and teaching practice into one program. The data were collected and analyzed through the pre- and post-language test, the closed- and open-ended questionnaires, and a semi-structured e-mail interview. The study found that a residential INSET program integrating three main components of language teaching was effective in terms of the improvement of language competence and the development of confidence in teaching English in English through enhancing the trainee teachers’ competences. It also found that a considerate approach to implement the program was needed to encourage trainee teachers’ active participation in the program considering the workload and active learning process. It is suggested that attention needs to be paid to the characteristics of participants in providing an INSET program.

교사연수를 위한 개방형 학습 플랫폼의 설계, 시행, 평가

김혜영 ( Kim Heyoung ),이진화 ( Lee Jin-hwa ),김지영 ( Kim Jie-young ),이효신 ( Lee Hyoshin ) 한국멀티미디어언어교육학회 2018 멀티미디어 언어교육 Vol.21 No.3

The purpose of this study is to suggest design principles of open learning platform (OLP) for teacher training based on findings driven by design-based research (DBR, Reeves 2006). SMART Teaching 3.0 (Kim, Kim, Lee, & Lee, 2016) has been designed, implemented and evaluated as a self-directed learning program for English teachers in this study. Various types of context-rich data from 149 participant teachers, such as user statistics, teacher weekly journals, interviews, and post-survey were collected, analyzed, and triangulated. Findings throughout two teacher training implementations yielded six design principles in developing an OLP that adapts a new teacher training model: 1) sufficient open contents, 2) interface considering both PC and mobile learning environment, 3) purpose-driven online interaction space, 4) short and needs-satisfying contents such as observations of teachers’ lesson, 5) technical supports for individual learning and scaffolding, and 6) utilization of OLP for multi-purpose which are informal learning with individual learners; non-formal learning in community of practice; and formal learning as a supplement of officially certified teacher training program. It is hoped that the design principles and application process be referred for reforming teacher training program and future studies.

오차드그래스의 종자배양에 있어서 식물생장조절물질과 항산화제가 캘러스유도와 식물체 재분화에 미치는 영향

이기원(Ki-Won Lee),이상훈(Sang-Hoon Lee),이동기(Dong-Gi Lee),우현숙(Hyun-Sook Woo),김도현(Do-Hyun Kim),최명석(Myung Suk Choi),김기용(Ki Young Kim),이효신(Hyoshin Lee),이병현(Byung-Hyun Lee) 한국초지조사료학회 2005 한국초지조사료학회지 Vol.25 No.3

영어와 한국어 원어민 강사의 문화 간 감수성과 외국어 교육 역량에 대한 인식 비교 연구

이지혜(Jihyae Lee),이효신(Hyoshin Lee) 한국영어학회 2021 영어학 Vol.21 No.-