초등학교 영어교사의 전문성에 영향을 미치는 정의적 변인 연구

임수연(Yim, Su Yon) 한국외국어교육학회 2014 Foreign languages education Vol.21 No.2

The present study investigates affective factors which affect primary English teachers' professionalism. For the analysis of the study, quantitative data was obtained from 576 primary school English teachers who responded to a questionnaire. Qualitative data was also collected from three different focus group interviews and ten individual interviews. A quantitative data analysis shows that collective teacher-efficacy is the best predictor of primary school English teachers' professionalism among the three factors of self-efficacy, organization-based self-esteem, and collective self-efficacy. This result is consistent with interview data which shows that more positive than negative comments are observed in regards to collective teacher-efficacy. Pedagogical implications have been discussed.

싱가포르 핵심역량 기반 영어교사 교육의 특징 및 사례 분석

임수연(Su yon Yim),안태연(Tae youn Ahn) 한국비교교육학회 2016 比較敎育硏究 Vol.26 No.6

본 연구는 역량기반 교사교육의 성공적인 사례를 보여주고 있는 싱가포르의 교사 연수 사례를 분석하고 이를 바탕으로 역량기반 교사교육으로 나아가기 위한시사점을 논의하였다. 싱가포르는 2009년 TE21(A Teacher Education Model for the 21st Century)을 발표하여 핵심역량에 근거한 교사양성 및 육성을 시도하고 있다. 이는 교사양성 뿐만 아니라 교사 연수에 영향을 미치는 것으로 교사교육 전반에 걸쳐 역량중심 개혁이 진행되고 있다. 본 연구에서는 싱가포르 사례를 분석하기 위해서 문헌연구와 심층면담을 병행하였고 한국 영어교사교육에 대한 시사점을 다음과 같이 도출하였다. 첫째, 교사 역량을 강화하기 위 해서는 지식, 기술뿐만 아니라 가치 영역에서의 강조가 필요하다는 점이다. 둘째, 교사의 역량을 함양하기 위한 연수의 현장 적합성을 높이기 위해서 영어과 수석 교사제가 체계화될 필요가 있다는 점이다. 셋째, 연수의 연속성을 위해서 독립적인 영어과 교사 연수센터의 도입이 필요하다는 점이다. 넷째, 영어교사 핵심역량 개발을 위한 연수 프로그램 개발이 필요하다는 점이다. 현장의 요구와 밀접한 연관성을 강조하는 싱가포르의 교사연수 사례는 최근 핵심역량을 함양하고자 하는 교사교육에 시사하는 바가 크다. This study aims to draw implications for competence-based teacher education in Korea based on the analysis of Singaporean case of in-service teacher education. For a detailed analysis of the process in which competence-based teacher education has been implemented in Singapore, interviews were conducted with six participants - three NIE faculty members, a principle master teacher and two master teachers working at ELIS(English Language Institute of Singapore). Implications for teacher education in Korea are as follows: 1) In addition to knowledge and skills, values need to be emphasized in teacher’s core competency. 2) The role of master teachers in mentoring and educating their colleagues needs to be strengthened within a well-established teacher professional development system. 3) Subject-specific in-service training centers are required, in which teacher trainers can continuously work for the professional development of teachers in need of growing pedagogical knowledge in their subject fields.

영어교사 역량 척도 개발 및 타당화

임수연 ( Yim,Su Yon ),임은영 ( Lim,Eunyoung ) 글로벌영어교육학회(구 호남영어교육학회) 2019 Studies in English education Vol.24 No.1

This study aimed to develop and validate a competency inventory for English teachers working from the primary school level to high school. The inventory was developed in three stages. During the first stage, a preliminary inventory was developed based on previous studies related to English teachers’ professionalism and examined them for content validity. The preliminary inventory consisted of three categories with 132 items: general competency for English teachers, subject-specific competency for English teachers, and affective competency. During the second stage, sub-factors of the three factors were explored. Finally, during the third stage, construct validity was evaluated using exploratory factor analysis. The English Teachers’ Competency Inventory (ETCI) that was developed in this study consists of three factors with 46 items. It is hoped that the ETCI can be used to provide foundational data for enhancing competency levels among English teachers.

IPA 기법을 활용한 영어교사 역량의 중요도와 실행도 분석

임수연(Yim, Su Yon),임은영(Lim, EunYoung) 한국영어교과교육학회 2021 영어교과교육 Vol.20 No.4

This study analyzes the importance and performance level of English teachers’ competencies to find ways to enhance English teachers’ competencies. For this, a total of 602 English teachers representing three school levels, from primary schools to high school, responded to a survey which consisted of 12 competency factors. The results are as follows. First, the level of importance they assigned the twelve competencies was high compared with the level of performance. Second, twelve competencies fall into four categories: ‘concentrate here’ (four competencies), ‘keep up the good work’ (two competencies), ‘low priority’ (four competencies), and ‘possible overkill’ (two competencies). The results identified focus areas to enhance English teachers’ competencies and suggest some principles to improve in-service teachers’ training programmes.

초등 영어 교사의 감정노동: 인적요인을 중심으로

임수연(Yim, Su Yon) 한국초등영어교육학회 2022 초등영어교육 Vol.28 No.1

This study aims to examine the emotional labour in relation to English language teaching among Korean primary school teachers. A special focus is placed on a relational factor associated with their emotional labour. For this purpose, purposeful sampling was used to identify ten local primary school teachers who have more than five years of experience teaching English to primary school students. An interview was conducted with each of the ten participants, and content analysis was used to analyze the qualitative data. The results show that there are three groups who are related to the emotional labour of English language teaching among primary school teachers: parents, primary school students and native English speaking teachers. Local English primary school teachers are often situated in power games with the three groups, and teacher professionalism is challenged by the groups, which creates emotionally provocative situations among primary school teachers. The study suggests that we need to develop educational environments in which teacher professionalism is respected in order to reduce emotionally challenging situations.

초등 영어과 교육과정 성취기준의 변천사

임수연(Yim, Su Yon) 한국초등영어교육학회 2020 초등영어교육 Vol.26 No.4

The purpose of this study was to compare and analyze the achievement standards of the national primary English curriculum from the 7th national English curriculum to 2007, 2009, and 2015 revised English national curriculum in order to provide future directions for the development of the national curriculum. The analysis discusses the additions, revisions, and deletions of achievement standards during the history of the development of the national curriculum. The results of the study were as follows: First, the achievement standards have been changed quantitatively rather than qualitatively. The number of achievement standards were reduced whenever the national curriculum was revised, although the actual contents of learning and teaching does not seem to have been reduced. Second, the achievement standards in the 2015 revised national curriculum relied heavily upon the achievement standards in the previous national curriculum without properly addressing frequently mentioned issues such as ambiguous meanings of some achievement standards, neglect of the affective dimension of English learning, and the lack of intercultural competence. Future directions of the national primary English curriculum were suggested based on the findings of the study.

일 대학 보건의료전공학생의 건강행위특성과 골밀도와의 관련성

조광호(Cho, Kwang Ho),임수연(Yim, So Youn),백성희(Baik, Sung Hee) 한국보건간호학회 2011 韓國保健看護學會誌 Vol.25 No.2

Purpose: The study investigated the relationship of health behavior with bone mineral density (BMD) for college students. Methods: A descriptive study was done using a convenient sampling of college students (n=116) enrolled in a health-related department. Height, weight, body mass index (BMI), health behaviors recognition of subjective health, smoking, drinking, exercise, food habits, intake of calcium, and family history of fracture were measured. BMD was measured at the right forearm using Hologic lunar duel-energy X-ray absorptiometry. Data were analyzed using descriptive analysis, t-test, ANOVA and multiple linear regression. Results: The prevalence of osteopenia and osteoporosis was 41.4% and 22.4%, respectively. Significant relationships were observed between BMD of right forearm and gender, BMI, subjective health recognition, drinking, and exercise (p<.05). Results of linear regression after adjusted BMD were increased concerning subjective health recognition and regular exercise (p<.05). Conclusions: Subjective health recognition and exercise carries positive effects on BMD. We recommend for college students that healthy behaviors like proper weight, smoking cessation, regular exercise, regular food habits, and health awareness are helpful to BMD.

초등학교 교사의 사회과 학습 읽기 지도에 영향을 미치는 요인 분석: 계획된 행동 이론을 중심으로

최정순(Choi, Jungsoon),임수연(Yim, Su Yon) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.3

본 연구는 계획된 행동이론에 근거하여 초등학교 교사의 사회과 학습 읽기 지도에 영향을 주는 변인들을 찾아보고 학습 읽기 지도를 활성화하기 위한 방안을 모색 하는 데 목적이 있다. 이를 위해 태도, 주관적 규범, 인지된 행동 통제 요인과 초등학교 교사의 사회과 학습 읽기 지도에 대한 의도 및 행동과의 관계를 파악해 보고자 하였다. 전국의 초등학교 교사를 대상으로 설문 조사를 실시하였으며 최종 342명의 응답을 분석하였다. SPSS 19를 이용하여 빈도 분석과 요인 분석을 하였으며, Amos 19를 이용하여 확인적 요인분석을 통해 모델 검증을 실시하였다. 연구 결과 주관적 규범과 인지된 행동통제는 초등학교 교사의 사회과 학습 읽기 지도 의도에 통계적으로 유의미한 영향을 미쳤지만 태도는 유의미한 영향을 미치지 못했다. 이는 교사가 학습 읽기 지도에 긍정적인 태도를 보이더라도 외부의 압력이나 개인의 능력, 외적 자원이 충분하지 못할 때 읽기 학습 지도가 이루어지지 않을 수 있다는 것을 시사한 다. 이 연구결과는 초등학교 교사의 사회과 학습 읽기 지도를 강화하기 위한 유용한 기초자료가 될 것이다. This study explored factors influencing primary school teachers’ behaviour related to reading strategy instruction in their social studies classes. Theory of Planned Behavior (TPB) was used as a framework to predict teachers’ behaviour. The main factors of TPB were used in a survey: attitude, subjective norm, perceived behaviour control, behavioural intention, and behaviour for reading strategy instruction in social studies classes. Survey responses from 342 primary schools teachers across the nation were used to test relationships of five factors. Principal factor analysis was carried out using SPSS19. Confirmatory analysis with Amos 19 was conducted to validate the research model of this paper. Findings showed that subjective norm and perceived behaviour control were significant factors in influencing teacher’s intention to teach reading strategies in social studies classes. Attitude was not an significant factor in teachers’ intention although they showed positive attitudes towards reading strategy instruction. Perceived behaviour control influenced teachers’ behaviour directly as well as indirectly. The findings imply that there should be systematic support to help teachers implement reading strategy instruction in social studies classes.

특허 분석을 통한 기술과 산업 가치 평가 및 미래 유망 산업의 예측

한승민(Seung-Min Han),김영우(Young-Woo Kim),임수연(Soo-Yeon Yim),정수민(Soo-Min Jeong),신연순(Youn-Soon Shin) 한국정보과학회 2018 한국정보과학회 학술발표논문집 Vol.2018 No.12

영어 말하기 자동채점의 현재와 미래

신동광 ( Dong Kwang Shin ),박용효 ( Yong Hyo Park ),박태준 ( Tae Joon Park ),임수연 ( Su Yon Yim ) 한국멀티미디어언어교육학회 2015 멀티미디어 언어교육 Vol.18 No.1

The present study aims at developing an automated scoring program for assessing Korean students’ English speaking ability. Building on the prototype English speaking automated scoring program developed in 2012, this study had the following three goals in mind: First, the performance of the prototype speaking automated scoring program needs to be improved by enhancing the recognition rate of the speech recognition system embedded in the automated scoring program. Second, the algorithm of the automated scoring program needs to be improved by refining the existing pool of scoring features. Third, the performance of the modified automated scoring program needs to be validated in order to explore the possibility of applying the program to the classroom. For this, two different types of algorithms, called the Maximum Entropy (ME) and Multiple Regression (MR), were used to apply the scoring features and analyze the performances of scoring models. The results showed that MR is slightly more efficient and reliable compared with ME. The automated scoring program still has a long way to go, but it certainly has a place in speaking assessments especially when considering its potential for not only an assessment tool but also a learning tool for students.