학교 컨설팅단 운영에 관한 기초 연구

장경숙(Chang, Kyungsuk),전영주(Jeon, Youngjoo) 한국영어교과교육학회 2013 영어교과교육 Vol.12 No.1

The purpose of this preliminary study was to investigate how the consulting system needs to be built and operated to support English teachers in implementing the revised national curriculum at the school. A questionnaire was administered to find out what problems had been identified during the English creative school consulting process and what actions could be taken to solve the problems. 41 consultants took part in the survey and the no-numerical qualitative analysis of their responses were conducted with NVivo 10. The findings reveals that more emphasis should be given to the pre-session where teachers and consultants exchange information on areas to be improved through school consulting and reach the agreement to the roles each consult plays in the consulting process. It was found that different perspectives should be taken into account in seeking alternatives for school improvement. The findings indicated that the consulting process should be evaluated and the evaluation results should be fed back into the subsequent consulting for improvement. On the basis of the findings, some suggestions are made for English creative school and school consulting policy.

스리랑카 사례 분석을 통한 출,퇴근형 영어교사 심화연수 프로그램 개발을 위한 제언

장경숙 ( Kyungsuk Chang ),이병천 ( Byengcheon Lee ),정규태 ( Kyutae Jung ),정구창 ( Koochang Jeong ),( David Hayes ) 한국중등영어교육학회 2010 중등영어교육 Vol.3 No.1

There has been a general agreement that English teachers and their professional development are at the heart of improving English education in the given context. Efforts have been made at the national level to meet the demand for high-quality in-service teacher training programs. Thepresent research was carried out to provide some suggestions through the close examination of an INSET case in Sri Lanka. Data was gathered from an analysis of its underlying principles and programmes. The findings suggest that INSET should be thought of as part of lifelong learning. Long-term, holistic approaches to in-service teacher development are more likely to be effective than short-term skills-based, training approaches. Effective INSET is school-focused but not necessarily school-based. Best practice in INSET goes beyond training and development for teachers to include training and development for in-service trainers. It is suggested that effective INSET practice isreflexive and it should not always focus on ``new`` methods, rather its central concern should be with effective methods in terms of their impact on student learning. INSET programs should incorporate evaluation components that go beyond reactions to the programs themselves to encompass classroom implementation of what has been learnt by teachers on the programs as well as institutional development. Time and opportunities to reflect on one``s own teaching and to share practice with colleagues are important means of professional development.

교생실습이 초등영어 예비교사 교육에 미치는 영향에 관한 연구

장경숙(Chang, Kyungsuk),이선(Lee, Sun) 팬코리아영어교육학회(구 영남영어교육학회) 2012 영어교육연구 Vol.24 No.2

This study investigates what student teachers experience through field-based practicum and how this has an effect upon their learning to teach English at the primary school. According to recent developments on the literature of second language teacher education, practicum plays a role to provide student teachers with a bridge to narrow the gap between theory and practice. Fifty student teachers took part in the questionnaire survey of practicum, and their pre- and post-classroom observations were compared to see differences before and after practicum. The analysis of the gathered responses reveals that there is a gap between their expectations of practicum and what they experienced at the school. It is also found that observation and supervision varied depending on the context where they had practicum. The comparison of their classroom observations before- and after-practicum shows significant differences in such instructional features as teachers, students and interaction. It is assumed that field-based practicum has an effect upon how student teachers observe English classes. It is also assumed that field experience plays a role in raising student teachers’ awareness of teaching through observation and supervision. Some suggestions are made for improving the current system of practicum in the English teacher training curriculum.

영어교사 심화연수 프로그램 평가

장경숙(Chang Kyungsuk) 한국외국어교육학회 2007 Foreign languages education Vol.14 No.3

  The present evaluation research was conducted to provide program decision makers with judgements about the intensive in-service teacher training (INSET) program"s worth or merits in relation to important criteria. It also purports to provide program staffs with useful information in improving their INSET programs. Setting boundaries and analyzing the context were followed by the procedure of identifying and selecting the evaluation questions and criteria. The overview of recent developments in English language teacher training provided the underlying principle for setting the criteria for evaluation. The criteria were used to describe the characteristics of a successful language teacher training program or implementation. They included features such as goals, curriculum, personnel, and support. Using the specified checklist, evaluation was carried out on the current intensive English language teacher training courses. Information on each area of the checklist was collected from available sources, analyzed and interpreted qualitatively as well as quantitatively. From the findings of the present evaluation study, some implications are drawn for making policies on INSET, for improving the teacher training programs under investigation, and for establishing and operating similar INSET programs.

2022 개정 교육과정의 현장 적용과 영어교사 전문성 제고 방안

장경숙(Kyungsuk Chang) 한국영어교과교육학회 2023 영어교과교육 Vol.22 No.2

멘토링을 통한 중등영어 초임교사 수업 전문성 발달 지원에 관한 연구

장경숙 ( Kyungsuk Chang ),김민겸 ( Minkyum Kim ),최보윤 ( Boyoon Choi ) 한국중등영어교육학회 2012 중등영어교육 Vol.5 No.2

This study investigated how secondary English novice teachers`` continuing professional development was pursued through mentoring. Three novice teachers took part as mentee, and 5 experienced teachers and overseas specialists were involved as mentors. Data was gathered through video-taped lessons, observation, interview, and research journals. The data collected from different sources was categorized according to their saliency, frequency and to those recurring patterns found within. The findings revealed that mentoring was given with focus on areas such as the use of mother tongue, learning strategies, teaching objectives, discipline, learning atmosphere, error correction, learning styles, and language skill integration. It was also found that the mentors with different background showed different ways of providing consulting on the novice teachers`` classes observed. Suggestions were made for the effective implementation of novice teacher support program and continuing professional development.

학습자 배경변인과 국가수준 영어 학업성취도

장경숙(Chang Kyungsuk),이의갑(Lee Euikap),김미경(Kim Mikyung) 한국영어어문교육학회 2007 영어어문교육 Vol.13 No.3

  This study explores issues on how students" variables are related to their educational achievement in English subject. The National Assessment of Educational Achievement (NAEA) is conduced every year to measure educational progress and achievement, and to monitor the quality of education at the national level and appropriateness of the national curriculum. It also serves the purpose to collect background information affecting educational achievement. The background information is gathered by using questionnaires for students, teachers and school administrators. Among the student variables in the national level educational achievement assessment is self-regulated learning, which is composed of selfefficacy, self-control and learning strategy. In the NAEA in 2005 it was found that the features of self-regulated learning were significantly correlated to test scores in English. The findings from the analysis of the trends of the relationships between test scores in English and information on students" self-regulated learning provide implications for the national curriculum as well as for learning and teaching.

영어과 교육과정의 어휘 통제에 관한 문헌 연구

장경숙(Chang, Kyungsuk),정규태(Jung, Kyutae) 한국응용언어학회 2005 응용 언어학 Vol.21 No.1

다문화 학생을 위한 제2언어로서의 한국어교재 평가 연구

장경숙(Kyungsuk Chang),구영산(Youngsan Goo),전영주(Young-Joo Jeon) 한국콘텐츠학회 2016 한국콘텐츠학회논문지 Vol.16 No.10

본 연구의 목적은 다문화 학생의 한국어교육을 위해 개발된 한국어교재평가를 통해 개선점을 모색하고 향후 개발 방향에 대한 제언을 하는 것이다. 교재평가에는 선행연구 분석을 통해 종합적으로 한국어교재를 평가할 수 도구를 활용하였다. 학교에서 표준한국어 교재를 활용한 경험이 있는 32명의 한국어 교사들이 평가에 참여하였다. 평가 도구에 제시된 51개의 세부 기준에 따라 교재의 내적·외적 구성요소별 평가를 시행하였다. 평가 결과에 의하면 학습자의 수준에 맞는 어휘 제시, 어휘의 반복적 사용, 문화에 대한 내용 확대 등이 개선점으로 지적되었다. 한국어교재 평가 결과를 바탕으로 학교급별 표준한국어교재 개발의 방향, 한국어 교원의 교재평가 전문성 제고, 평가 결과 기반 교재 선정 및 활용에 대한 제언을 제시하였다. The present study aims to investigate how teachers evaluate the Korean textbook they use for teaching primary students with multicultural background. Faced with the rich variety of materials available, it is often a challenging task for language teachers to select the most suitable coursebook. It is required that they carry out a detailed and comprehensive analysis of coursebooks and evaluate them with a set of criteria to guide the process. 32 Korean teachers took part in the primary KSL textbook evaluation that aimed to identify improvement areas. They used a pro-forma specified with 51 criteria. The teachers responses to the questions in the pro-forma were statistically analyzed to draw implications for material evaluation. The findings of the analysis suggest that the KSL textbook for primary multicultural students need to be improved at the internal and external levels. Implications are discussed with focus on material evaluation and development, and KSL teacher professional development by helping them gain good and useful insights into the nature of the textbook, and sensitizing them to features to look for in teaching and learning materials.

중등 영어교사 양성 과정에 관한 연구

장경숙(Chang Kyungsuk),정규태(Jung Kyutae),최보윤(Choi Boyoon) 팬코리아영어교육학회(구 영남영어교육학회) 2008 영어교육연구 Vol.20 No.2

  This research addresses two key issues surrounding the curriculum for training pre-service secondary English teachers: ‘What information, skills or knowledge are to be taught or learnt?’ and ‘How are they to be conveyed, trained, or taught?’ It aims to investigate beliefs and attitudes student teachers and trainers hold about the current secondary English teacher training curriculum, medium of instruction, microteaching and field experience. In the present survey parallel questionnaires were designed and answered by 48 professors and 426 students from English education department of 17 universities. According to the findings, teacher and student groups agree that teaching practice has been neglected in the current curriculum. The results also reveal that both groups believe that students can benefit from teaching subjects in English, but they do not agree that all the subjects need to be taught in the target language. It is found that there is a gap between teacher feedback and students’ need for supervision. It is suggested that the findings of the survey provide training course designers and policy makers with implications for making decisions on initial English teacher education.