Will a U.S. Earned Ph.D. Help a Teacher Educator Apply Theory to Practice in Korea？

• 발행기관: 한국영어어문교육학회
• 저자명: Yoo-Jean Lee
• 간행물 정보: 『영어어문교육』영어어문교육 제15권 제3호, 199~222쪽, 전체 24쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2009.09.30

영문 초록

As great attention is given to a high quality English education in Korea, more and more in-service and pre-service English teachers are looking for an opportunity to study in an English speaking country to become better qualified teachers. However, after receiving a degree in an English speaking country, many teachers fail to apply what they have learned to their own teaching due to their tensions of identity, beliefs, knowledge, and professionalism within the changes of sociocultural settings. By using sociocultural theory as a theoretical framework, this paper explores how formal training and Ph.D. studies in the U.S. have influenced a Korea teacher educator in applying theory to practice in relation to her identity, beliefs, knowledge, and professionalism during 30 years of her teaching experience. Rather than facing tensions, the teacher educator has been willing to change her roles, broaden and deepen her beliefs in teaching and knowledge about theory of teaching and learning, and continue her professional development. Limitations and implications of the study are provided.

키워드

sociocultural theory identity beliefs knowledge professionalism formal training and Ph.D.studies in the U.S.