한국 교육 ODA 교사 연수에 참여한 아제르바이잔 교사들의 경험 분석

Abstract

This paper uses a qualitative paradigm to analyze the experiences and meanings of Azerbaijani teachers who participated in an online-based training organized by KOICA's Education Official Development Assistance (ODA) project. In other words, the study aimed to explore how Azerbaijani teacher training, designed as a learner-participatory program based on Azerbaijani educational cultural characteristics, is experienced and meaningful to Azerbaijani teachers in the source country and to discuss implications for Korean education ODA, which is strengthening its role as a donor country. To this end, in-depth online individual interviews were conducted with 38 Azerbaijani teachers, and the results are presented using the ‘analysis thematique’ method, which categorizes key interview findings into themes. As a result of the study, the narratives of Azerbaijani teachers who participated in KOICA's education ODA can be categorized as 1) improving their self-efficacy in teaching practice, 2) reconstructing their perceptions of teaching and learning, 3) reconstructing their future education and teacher identity, and 4) aspiring to spread their training effectiveness and join international teacher networks. Based on these findings, implications for Korea's education ODA are presented.