영어 수업 컨설팅에 대한 영어교사의 인식 고찰
English Teachers' Cognitions in Consulting Classes
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참고문헌
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초록
This study is to investigate two Korean English teachers'(one experienced and one novice teacher) cognitions in English consulting classes, the relationship between their cognitions and classroom practices, the impact of consulting classes on teacher professional development, and the role of contextual factors in shaping and changing in their cognitions and practices, using a questionnaire, classroom observations and interviews. The results show that they provided students with pair work and group work, including tasks that would integrate four language skills, based on much knowledge of communicative language teaching. There were general consistencies between what they say and what they do in the classroom, but some mismatches between them occurred when they offered some classroom activities to students. A mutual relationship between their consulting classes and professional development was also found. More than anything else, school policy had a powerful influence on shaping the two English teachers' cognitions and changing their cognitions and practices.
Abstract
This study is to investigate two Korean English teachers'(one experienced and one novice teacher) cognitions in English consulting classes, the relationship between their cognitions and classroom practices, the impact of consulting classes on teacher professional development, and the role of contextual factors in shaping and changing in their cognitions and practices, using a questionnaire, classroom observations and interviews. The results show that they provided students with pair work and group work, including tasks that would integrate four language skills, based on much knowledge of communicative language teaching. There were general consistencies between what they say and what they do in the classroom, but some mismatches between them occurred when they offered some classroom activities to students. A mutual relationship between their consulting classes and professional development was also found. More than anything else, school policy had a powerful influence on shaping the two English teachers' cognitions and changing their cognitions and practices.
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