영어교사의 전문성 발전: 교사연수 프로그램 설계 및 교사연수에 관한 인식

Abstract

This study aims to explore elementary English teachers’ experiences in and perceptions of teacher training programs. The participants were seven teachers enrolled in a graduate seminar that the researcher taught for a semester. The graduate seminar was on second language teacher education, which included designing a teacher training program. The data consisted of each participant’s teacher training program design, pre- and post-surveys, final portfolio, final paper as well as the researcher’s field notes. The data were analyzed qualitatively using content analysis. The major findings are as follows: First, the teachers had different experiences and attitudes towards the teacher training programs primarily based on their ELT experiences. Second, the teachers designed teacher training programs to improve teachers’ English abilities, ELT competence, co-teaching capabilities with English native speaking teachers, and to share ELT practical knowledge with other teachers. Third. the teachers recognized the need for English teacher training for their professional development, demanded changes in English teacher training programs to meet learners and teachers’ needs, and expressed their intention to participate or teach other teachers in English teacher training programs. It was suggested that teacher education programs should support teachers for their continuous professional development more effectively. Further important implications regarding the development for English teachers and English teacher training programs were discussed.