초등교사의 영어 수업 성찰 활동 분석
An analysis of elementary school teachers’ reflective teaching activities on English classes
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The purpose of this study was to explore elementary school teachers’ reflective teaching activities on their English classes. The study focused on how teachers evaluated their lessons, developed the level of reflection and applied reflective skills on their classes. Four teachers participated in the case study. The data including reflection journals, field note, self-evaluation check list on their teaching, individual interviews and group discussion responses were qualitatively analyzed. The findings of the study were as follows: First, four different themes which were students’ meaningful learning experience, various learning activities, teachers’ challenges and solutions and students’ guidance were identified. Second, three levels of reflection were identified in different contexts. Third, teachers’ lesson satisfaction with application of reflection was various and mainly affected by student’s participation. The results put forward that elaborate reflection tools would need to design for teachers to view their lessons objectively. Practical support would need according to reflection development cycle. Collaborative reflection would also need in order to share teachers’ teaching experiences and pursue their professional development. This study could have significant implications for teachers and teacher educators concerning effectiveness of reflective teaching, English teachers’ role and teachers’ professional development. (192 words)
Abstract
The purpose of this study was to explore elementary school teachers’ reflective teaching activities on their English classes. The study focused on how teachers evaluated their lessons, developed the level of reflection and applied reflective skills on their classes. Four teachers participated in the case study. The data including reflection journals, field note, self-evaluation check list on their teaching, individual interviews and group discussion responses were qualitatively analyzed. The findings of the study were as follows: First, four different themes which were students’ meaningful learning experience, various learning activities, teachers’ challenges and solutions and students’ guidance were identified. Second, three levels of reflection were identified in different contexts. Third, teachers’ lesson satisfaction with application of reflection was various and mainly affected by student’s participation. The results put forward that elaborate reflection tools would need to design for teachers to view their lessons objectively. Practical support would need according to reflection development cycle. Collaborative reflection would also need in order to share teachers’ teaching experiences and pursue their professional development. This study could have significant implications for teachers and teacher educators concerning effectiveness of reflective teaching, English teachers’ role and teachers’ professional development. (192 words)
참고문헌 (31)
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