교육 ODA 경험에 대한 한국 교사들의 내러티브

Abstract

Objectives This paper analyzes the meaning of Korean teachers who led online training for Azerbaijani teachers as an educational official development assistance (ODA) project of KOICA to strengthen learner-centered education competency. In other words, by examining how Korean teachers' experiences of participating in educational ODA projects are interpreted and meaningful to them, it was intended to suggest implications for educational ODA in Korean society, which is ultimately expanding its role as a donor country.
 Methods To this end, a total of three group interviews were conducted using a semi-structured interview method with 12 Korean teachers who took the roles of instructors, coaches, and supervisors, and led the Azerbaijani teacher training program. The interview results were analyzed by topic according to the qualitative research paradigm.
 Results The results of the Korean teachers' experiences of teacher training for Azerbaijan teachers can be summarized as follows: 1) Education ODA as a ‘contact zone’ 2) Confirmation and improvement of self-efficacy 3) Education ODA as an opportunity of ‘lifelong learning’ as a teacher 4) Creation of aspirations for international teacher professional learning community. In particular, Korean teachers showed the development of cooperative interaction between donor and recipient countries and a sense of community solidarity while understanding the situation, educational environment and culture of Azerbaijani teachers and accepting their trials and errors.
 Conclusions Based on the results of the study, the implications and future tasks for Korean society, which is expanding and deepening its role as a donor country in educational ODA quantitatively and qualitatively, were discussed in relation to teacher competency reinforcement. In particular, through the experience of Korean teachers who took on multifaceted roles such as training planning to strengthen learner-centered educational capabilities of Azerbaijani teachers, as instructors, coaches, and supervisors, implications related to the perception, attitude, and practice of teachers in donor countries in educational ODA were analyzed. discussed.