원격협력수업을 위한 영어 교사 역량 탐색
An exploratory study on English teachers’ competencies in telecollaborative learning
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초록
The study is designed to explore telecollaborative competencies of Korean English teachers who manage an online exchange program with international education institutes. Rapid development of ICT and the Internet enables language teachers to adopt telecollaborative learning into their English classrooms. Its goal is twofold: to improve students’ linguistic and intercultural competence. Even though a number of studies have demonstrated the benefits of telecollaborative learning on students’ linguistic and intercultural competence, very limited studies have focused on English teachers’ competencies required to facilitate telecollaborative learning. Thus, the study attempts to propose a model of telecollaborative competencies for Korean English teachers based on a Delphi and an additional survey with teachers who have implemented telecollaborative projects. The data were analyzed to categorize the items into four types of competencies (organizational, pedagogical, ICT/digital competence, and attitude and belief). The results showed that a total of 36 competencies is identified as necessary and 13 competencies of them need to be further developed in facilitating telecollaborative learning. The findings of the study will contribute to designing teacher training programs for telecollaborative learning.
Abstract
The study is designed to explore telecollaborative competencies of Korean English teachers who manage an online exchange program with international education institutes. Rapid development of ICT and the Internet enables language teachers to adopt telecollaborative learning into their English classrooms. Its goal is twofold: to improve students’ linguistic and intercultural competence. Even though a number of studies have demonstrated the benefits of telecollaborative learning on students’ linguistic and intercultural competence, very limited studies have focused on English teachers’ competencies required to facilitate telecollaborative learning. Thus, the study attempts to propose a model of telecollaborative competencies for Korean English teachers based on a Delphi and an additional survey with teachers who have implemented telecollaborative projects. The data were analyzed to categorize the items into four types of competencies (organizational, pedagogical, ICT/digital competence, and attitude and belief). The results showed that a total of 36 competencies is identified as necessary and 13 competencies of them need to be further developed in facilitating telecollaborative learning. The findings of the study will contribute to designing teacher training programs for telecollaborative learning.
참고문헌 (21)
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