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교내-교외 통합형 영어교사 연수 사례 연구: 한국 캠브리지 ICELT를 중심으로
이효신,Lee, Hyo-Sin 한국영어어문교육학회 2010 영어어문교육 Vol.16 No.1
The ICELT(In-Service Certificate in English Language Teaching) is a highly practical course-based English teacher education program which integrates classroom teaching and off-site teacher training. This case study analyzes the three-year implementation of the ICELT program in Korea and discusses its effects and the implications for improving the inservice English teacher education system. It has been found that the course participants were satisfied with the quality of its execution, thinking that it contributed to their professional development in the areas of teaching practice, methodology and language competence. The study has identified several success factors as shared program goals among the course participants, including systematic selection of course participants, well-qualified tutors and the proper provision of resources including syllabus, teaching materials and course assessment system. Nonetheless, it has been suggested that attention needs to be paid to generalized application of the ICELT for English teacher education due to the limitations such as the heavy workload caused by the program, lack of course participants' collaboration with other teachers at their schools and tutors' poor understanding of the Korean education context. Bearing this in mind, the implications for improving the inservice English teacher education system in Korea have been discussed. Finally, further studies have been suggested, which are concerned with in-depth investigation in exploring the division of roles between native English speaking tutors and Korean ones and the impact of the program on the sustainability of course participants' professional development and the impact on schools.
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Analyzing the Effects of Collaborative Action Research from the Teacher Identity Perspective
이효신 한국영어교육학회 2010 ENGLISH TEACHING(영어교육) Vol.65 No.1
This study aims to examine how collaborative action research has contributed to a teacher’s professional development. It built a framework from the teacher identity perspective, aimed at deriving further insight into the effects of collaborative action research as a professional development program. It is a case study of a Korean primary school English teacher who conducted collaborative action research to improve the quality of teaching English writing. The qualitative data were collected from teaching logs, written accounts and semi-structured interviews, then analysed. The study found that the teacher experienced growth in teacher identity based on his capacity building through collaborative action research. The factors affecting the growth of teacher identity are positive attitudes to address vulnerability in teaching English, participation in the collaborative action research, continuous reflection and establishing ownership during the research. Theoretically, this study suggests the development of teacher identity perspective and its application to design, execute and evaluate teacher education programs for in-depth understanding. Practically, it provides implications for English teacher education.
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결혼검진 참여부부들의 부부관계 변화 경험에 관한 현상학적 질적연구
이효신,박우철 한국가족치료학회 2022 가족과 가족치료 Vol.30 No.4
Objectives: The current study aims to investigate outcomes and processes of an ultra-brief intervention, “marriage checkup (MC)”. Methods: A phenomenological qualitative methodology was applied for this study, in which seven married couples who have completed MC within seve7 months and three MC consultants were interviewed. Results: Five categories and 15 subthemes were identified. The five categories include motivation of participation, facilitative factors of change, experiences during intervention process, long-term experiences after completion of MC, and general reflection of MC. Conclusions: The study’s findings suggest that MC is a promising intervention for couple relationship health, in that it shows both short- and long-term positive effects on couples’ mental and relational health.
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한국어 교육에서의 문법 교육에 대한 재고찰 - 한국어 교사의 인식을 중심으로 -
이효신,장준영 한국중원언어학회 2023 언어학연구 Vol.- No.68
This study aims to examine Korean language teachers’ perceptions of teaching grammar and provide implications for KFL and teacher education. An online questionnaire survey was conducted, and 114 teachers participated in the study. The data were categorized into four areas through factor analysis and analyzed using t-tests, ANOVA tests, and frequency analysis. The study's findings and implications can be summarized as follows. Firstly, although the research participants were confident in their understanding of Korean grammar, support is needed to confirm their actual ability. This includes developing evaluation expertise and improving teaching abilities tailored to the characteristics of each language group. Secondly, there is a need to explore the direction of grammar education, considering the lack of consensus for communication improvement. Efforts should be made to strengthen the research participants' ability to explain difficult grammar concepts, use diverse materials, and prepare teaching plans.
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