상호협력적 교수 전문성 개발 모임이 교수 자아정체성과 커리큘럼 운영에 미치는 영향

• 영문명: The effect of collaborative teacher development meeting on constructing teacher identity and developing a college English curriculum
• 발행기관: 한국외국어교육학회
• 저자명: 김영미(Kim, Young Mi) 정성희(Cheong, Sung Hui)
• 간행물 정보: 『Foreign Languages Education』Vol.19 No.4, 399~424쪽, 전체 26쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2012.12.31

영문 초록

The current study examines the impact of collaborative teacher development meeting on the nonnative-teachers’ identity change and the success of college English education programs. The participants of this study were 13 Korean, who speak Korean as their native language and possess diverse academic backgrounds. Participation notes, individual interviews, and post surveys were used for qualitative data collection. At the collaborative teacher development meeting, instructor participants (1) were encouraged to talk about their own concerns and class dynamics in Teaching English through English(TEE), (2) exchanged their teaching practices and changes about the actual implementation. Findings portray that college instructors believed the meeting played a positive role in (1) enhancing non-native teacher identity and (2) settling down the new program efficiently. This study suggests that collaborative teacher development meetings for college English educators provides a rich foundation for the overall quality of college English education.

목차

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 연구 결과

Ⅴ. 결론 및 제언

참고문헌

키워드

대학영어교육 영어로 가르치는 영어교육 교사교육 대학영어교수법 college English education TEE teacher education teaching methodology