초등 영어 교사의 단기 해외 연수에 대한 인식 변화 연구:K도 초등 연수 참가 교사를 중심으로
The Exploration of Korean Elementary English Teachers' Perceptions on a Short-term Oversea Training Program
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The purpose of the paper is to explore the way in which Korean English teachers at an elementary level experienced a teacher training program in the U.S. Five in-service elementary school teachers participated in this study through in-depth individual interviews, writing journals, Skype interviews, as well as classroom observations. As the result of data analysis, Korean English teachers had transformed attitudes toward the program in the U. S. Before joining the program, they did not originally expect much from the program. As the program went by, they became satisfied not only with the improvement of their language proficiency, but with the understanding of English language and cultures. Unfortunately, they felt sorry that they did not have enough opportunities to practise speaking in English. Also, they complained that the program in the U.S. did not have enough understanding about Korean English teachers and their needs. Nevertheless, they could build their own confidence in their teaching through the experience in the U.S. At the same time, they worried about the gap between what they have learned in the U.S. and what they would teach in Korea. In conclusion, this paper investigates the pedagogical implications in regards to teachers' overseas intensive training program
Abstract
The purpose of the paper is to explore the way in which Korean English teachers at an elementary level experienced a teacher training program in the U.S. Five in-service elementary school teachers participated in this study through in-depth individual interviews, writing journals, Skype interviews, as well as classroom observations. As the result of data analysis, Korean English teachers had transformed attitudes toward the program in the U. S. Before joining the program, they did not originally expect much from the program. As the program went by, they became satisfied not only with the improvement of their language proficiency, but with the understanding of English language and cultures. Unfortunately, they felt sorry that they did not have enough opportunities to practise speaking in English. Also, they complained that the program in the U.S. did not have enough understanding about Korean English teachers and their needs. Nevertheless, they could build their own confidence in their teaching through the experience in the U.S. At the same time, they worried about the gap between what they have learned in the U.S. and what they would teach in Korea. In conclusion, this paper investigates the pedagogical implications in regards to teachers' overseas intensive training program
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