내러티브탐구를 통한 영어과 교원의 전문가적 성장

• 영문명: English teachers‘ professional development through narrative inquiry
• 발행기관: 한국영어교육연구학회
• 저자명: 金娜希(Na-hee Kim) 申東一(Dong-il Shin) 劉珠蓮(Ju-yeon Yu)
• 간행물 정보: 『영어교육연구』제34호, 32~64쪽, 전체 33쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2007.05.30

영문 초록

The purpose of this study is to explore issues of English teachers' professional development through narrative inquiry in Korea. Professional development has three characteristics: self-observation, self-reflection and reflective writing. The study suggests that narrative inquiry can help English teachers develop their own professionalism in reflective practice. Narrative inquiry is the process of gathering social, cultural and historical information through telling and re-telling in community. The study of narrative is the study of the ways humans experience the world. Through telling-retelling of narrative inquiry, English teachers reflect on their teaching and students and could see their professional identities. Reflections on teaching lead to professional development of teachers and it is by narrative inquiry to be able to explore the educational experience. Narrative inquiry has been considered as an alternative mode of thinking and learning, which is an exploratory way of understanding teachers's told stories and deeper stories they are often unaware of. In EFL classrooms, narrative inquiry offers the possibility of promoting English teachers's professional in new ways.

목차

I. 서 론

II. 영어과 교원의 전문성

III. 내러티브탐구

IV. 내러티브탐구를 통한 영어과 교원의 성장과정 사례

V. 결 론

참고문헌

키워드

English teacher narrative inquiry reflection professional development English language education