EFL 과정극에 대한 중등교사의 인식 및 역할 중등영어교사 연수를 통해 본 사례 연구
Teacher's Roles and Perceptions in EFL Process Drama: Case of Secondary English Teacher Training Course
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This study explores Korean secondary English teachers' perceptions of EFL process drama and the roles the teachers should play during its implementation in the Koran secondary English classroom. The participants are 16 secondary English teachers who participated in the intensive teacher training program in the spring of 2017. The drama program was eight three-hour classes which consisted of introduction of process drama and peer teaching. Trainee's reflective journals, classroom observation task, interviews, instructor's teaching journal, and trainee's self-evaluation worksheet about peer teaching were used to identify Korean secondary English teachers' perceptions of process drama and their roles in implementing it. The trainees reported that process drama improves students' communicative competence, empathy, and creativity whereas it has challenging factors such as large size class, teachers' inexperience in process drama, and the constraints of current curriculum. Regarding the roles of teachers in process drama, teacher-in-role is required to be a facilitator, rapport builder, and persuasive actor, teacher-out of-role needs to be a drama organizer, language provider, and open-minded motivator. For the implementation in current secondary classroom, the trainees suggested a range of ideas such as connection to textbook, advance preparation, various teacher training programs, and converging subjects.
Abstract
This study explores Korean secondary English teachers' perceptions of EFL process drama and the roles the teachers should play during its implementation in the Koran secondary English classroom. The participants are 16 secondary English teachers who participated in the intensive teacher training program in the spring of 2017. The drama program was eight three-hour classes which consisted of introduction of process drama and peer teaching. Trainee's reflective journals, classroom observation task, interviews, instructor's teaching journal, and trainee's self-evaluation worksheet about peer teaching were used to identify Korean secondary English teachers' perceptions of process drama and their roles in implementing it. The trainees reported that process drama improves students' communicative competence, empathy, and creativity whereas it has challenging factors such as large size class, teachers' inexperience in process drama, and the constraints of current curriculum. Regarding the roles of teachers in process drama, teacher-in-role is required to be a facilitator, rapport builder, and persuasive actor, teacher-out of-role needs to be a drama organizer, language provider, and open-minded motivator. For the implementation in current secondary classroom, the trainees suggested a range of ideas such as connection to textbook, advance preparation, various teacher training programs, and converging subjects.
참고문헌 (38)
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