초등영어교사의 정체성 발전을 위한 교사교육 모형 개발 및 적용
Development and Application of a Teacher Education Model for the Identity Development of Primary English Teachers
0
조회
0
다운로드
12
인용
0
참고문헌
키워드
초록
본 연구는 초등영어교사들의 정체성 발전을 위한 교사교육 강좌를 개발하여 적용한 효과를 고찰하고, 초등영어교사들의 정체성에 대한 인식 및 이에 영향을 미치는 요인을 조사했다. 모형이 적용된 강좌를 수강하는 초등교사 18명을 대상으로 사전 설문조사 및 자서전적 에세이, 1, 2차 성찰일지 및 사후 설문조사로 수집된 자료를 질적으로 분석한 결과는 다음과 같다. 첫째, 초등영어 교사교육 모형을적용한 결과 교사들은 초등영어 교사교육의 이론, 실제 및 연구에 대한 인식을 고양하게 되었고, 초등영어교사 정체성을 성찰하고 발전시키게 되었다. 또한 초등영어교사 역할 정체성을 명시화하게 되었고, 초등영어교사들의 현장 기반 소통이 향상되었다. 이처럼 교사교육 모형이 적용되면서 초등영어교사들은 전문성 신장의 기회를 가졌다. 둘째, 교사들은 초등영어교사 정체성이 교사들이 처한 맥락 안에서 학생, 교사, 관리자와의 관계 속에서 확립되며 변하고 발전되는 것으로 인식하고, 담임교사 정체성과는 구별해 인식했다. 셋째, 교사들은 초등영어교사 정체성 이외에도 비원어민 영어교사, 교사학습자, 교사연구자, 영어사용자의 정체성도 드러냈다. 넷째, 초등영어교사 정체성에 영향을 미친 요인은개인적 배경요인(교사의 영어능력 및 영어교수능력), 근무 학교(영어전담교사 여부, 원어민 교사 및 원어민 교사와의 협력수업, 학습자 수준 및 반응, 근무 학교 맥락), 교사교육 프로그램(대학원 프로그램, 심화연수 등 직무연수) 및 국가의 거시적 맥락(국가교육과정 및 영어교육정책)인 것으로 나타났다. 본연구결과는 영어 교사교육, 영어교사의 정체성 형성과 발달 및 전문성 신장과 관련해 교사, 교사교육가 및 정책입안자에게 중요한 시사점을 던져주고 있다.
Abstract
This study aims to develop a teacher education model for the identity development of primary English teachers. It also examines the effects of the model on the teachers’ professional development when it was applied in a teacher education course. In addition, the teachers’ perceptions of English teacher identities and the factors that affect their identities were investigated. The participants were 18 graduate students registered in a class on second language teacher education taught by the researcher. Pre- and post-survey responses, autobiographic essays, and reflective journals were collected and qualitatively analyzed using content analysis. The findings are as follows: Firstly, the application of the teacher education model helped the participants to understand the theory, practice, and research in English teacher education as well as to reflect on and develop their identities as English teachers. Also, the teacher education course facilitated the teachers’ awareness of primary English teachers’ role identities and field-based communication between teachers. Thus, the teacher education course provided the teachers with various professional development opportunities. Secondly, the teachers realized English teacher identities existed distinct from homeroom teacher identities and indicated that their English teacher identities changed and developed in their relationships with students, other teachers, and administrators within the context the teachers were located. Thirdly, the teachers revealed the identities of nonnative English teachers, teacher learners, teacher researchers, and English users as well as of primary English teachers. Lastly, the teachers’ professional identities were affected by factors connected with the teachers’ personal backgrounds (English and English instructional skills), institutions (whether they taught English as English subject teachers or as homeroom teachers, teachers’ relationships and co-teaching with native English teachers, learners’ proficiency levels and responses to teachers’ instruction, working conditions of the schools where the teachers were employed), teacher education programs they had participated in (programs in the graduate school of education, intensive English teacher training programs, other teacher education programs), and the macro-structure (national English curriculum and English educational policies). Important implications for teachers, teacher educators, and policy makers regarding English teacher education, development of English teacher identities, and English teachers’ professional development are discussed.
참고문헌 (39)
- 김신혜, "ESL", EFL 환경의 원어민-비원어민 영어교사의 정체성 연구에 대한 고찰, 2014, pp.53(2), 334~349[DOI]
- 김영미, "상호협력적 교수 전문성 개발 모임이 교수 자아정체성과 커리큘럼 운영에 미치는 영향", Foreign Languages Education, 19(4), pp.399~424 (2012), 한국외국어교육학회
- 신동일, "언어교육 분야의 정체성 연구에 관한 경향성 탐색 -후기구조주의 관점을 중심으로-", 사회언어학, 21(1), pp.99~127 (2013), 한국사회언어학회
- 안경자, "제2언어 교사의 정체성 연구: 한국의 영어 교사를 중심으로", 외국어교육연구, 17, pp.61~85 (2014), 외국어교육연구소
- 안경자, "영어교육에 게재된 영어 교사교육 관련 연구 분석", 영어교육, 70, pp.161~192 (2015), 한국영어교육학회[DOI]
- 홍영숙, "한국초등학교에서 비원어민 영어교사로 살아가기:교사정체성 형성을 중심으로", 영어어문교육, 19(4), pp.427~453 (2013), 한국영어어문교육학회
- Abednia, A., "Teachers’ professional identity : Contributions of a critical EFL teacher education course in Iran", Teaching and Teacher Education, 28(5), pp.706~717 (2012)
- Burns, A., "The Cambridge guide to second language teacher education" (2009), Cambridge University Press
- Canh, L. V., "Native-English-speaking teachers’ construction of professional identity in an EFL context:A case of Vietnam", The Journal of Asia TEFL, 10(1), pp.1~23 (2013)
- 최호성, "Korean Nonnative English Speaking Teachers’ Identity Construction in the NS-NNS Dichotomy", 영어학연구, (26), pp.109~127 (2008), 한국영어학학회[DOI]
- Connelly, F. M., "Shaping a professional identity : Stories of educational practice" (1999), Teachers College Press
- Creswell, J. W., "Research design: Qualitative, quantitative, and mixed methods approaches" (2003), Sage
- Davies, B., "Positioning theory", pp.32~52 (1999), Blackwell
- Day, C., "Variations in the work and lives of teachers : Relative and relational effectiveness", Teachers and Teaching : Theory and Practice, 12(4), pp.169~192 (2006)
- Duff, P., "Handbook of second language acquisition", pp.410~426 (2012), Routledge
- Farrell, T. S. C., "Exploring the professional role identities of experienced ESL teachers through reflective practice", System, 39(1), pp.54~62 (2011)
- Firth, A., "On discourse, communication, and some fundamental concepts in SLA research", The Modern Language Journal, 81(3), pp.286~300 (1991)
- Freeman, D., "Teacher training, development, and decision making : A model of teaching and related strategies for language teacher education", TESOL Quarterly, 23(1), pp.27~45 (1989)
- Gebhard, J. G., "Language teaching awareness : A guide to exploring beliefs and practices" (1999), Cambridge University Press
- Ha, P. L., "Australian-trained Vietnamese teachers of English: Culture and identity formation", Language, Culture and Curriculum, 20(1), pp.20~35 (2007)
- Hays, D., "Non-native English-speaking teachers, context and English language teaching", System, 37(1), pp.1~11 (2009)
- 전지현, "Non-Native English Speaking Teachers' Identity: Review of Relevant Studies and Critical Issues for Future Studies", 현대영어교육, 10(1), pp.20~45 (2009), 현대영어교육학회
- Johnson, K, A., ""Every experience is a moving force" : Identity and growth through mentoring", Teaching and Teacher Education, 19(8), pp.787~800 (2003)
- Johnson, K. E., "Second language teacher education: A sociocultural perspective" (2009), Routledge
- Lange, D., "Second language teacher education", pp.245~268 (1990), Cambridge University Press
- 이효신, "Analyzing the Effects of Collaborative Action Research from the Teacher Identity Perspective", 영어교육, 65(1), pp.161~188 (2010), 한국영어교육학회[DOI]
- Liu, Y., "Inclusion or exclusion? : A narrative inquiry of a language teacher’s identity experience in the ‘new work order’ of completing pedagogies", Teaching and Teacher Education, 27(3), pp.589~597 (2011)
- 김명희, "A Narrative Inquiry of a Korean English Teacher’s First Journey Through Co-teaching", 영어교육, 65(4), pp.179~207 (2010), 한국영어교육학회[DOI]
- 김영미, "Teacher Identity as Pedagogy in an EMI Course at a Korean University", 영어교육, 68(3), pp.85~107 (2013), 한국영어교육학회[DOI]
- Miller, J. M., "The Cambridge guide to second language teacher education", pp.172~181 (2009), Cambridge University Press
- Norton, B., "Language, identity, and the ownership of English", TESOL Quarterly, 31(3), pp.409~429 (1997)
- Norton, B., "Identity and language learning: Gender, ethnicity, and educational change" (2000), Pearson Education
- Richards, J. C., "Reflective teaching in second language classrooms" (1996), Cambridge University Press
- Schön, D. A., "The reflective practitioner : How professionals think in action" (1983), Basic Books
- Tsui, A., "Complexities of identity formation : A narrative inquiry of an EFL teacher", TESOL Quarterly, 41(4), pp.657~680 (2007)
- Varghese, M., "Bilingual teachers-in-the-making in Urbantown", Journal of Multilingual and Multicultural Development, 27(3), pp.211~224 (2006)
- Varghese, M., "Theorizing language teacher identity: Three perspectives and beyond", Journal of Language, Identity, and Education, 4(1), pp.21~44 (2005)
- Wallace, M., "Training foreign language teachers : A reflective approach" (1995), Cambridge University Press
- Xu, H., "From the imagined to the practiced: A case study on novice EFL teachers’ professional identity change in China", Teaching and Teacher Education, 31, pp.79~86 (2013)