EFL Teacher Research Engagement in a Korean Context
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초록
The purpose of this study was to investigate Korean EFL teachers’ degrees of engagement in research. Adapted from Borg’s (2009, 2013) research design, the analysis of questionnaires and interviews from 30 Korean teachers in a graduate school of education revealed that they moderately engaged in research which was due to their course taken in research design and methods. The teachers favored experimental research to write MA theses because of time limitations imposed by academic requirements; however, they personally wanted to conduct case studies for pedagogical considerations. The teachers’ passive involvement in research and their dualistic conception between teaching and conducting research are discussed in the context of their MA degree acquisition. Both pedagogical and policy considerations are suggested for the facilitation of teacher research engagement.
Abstract
The purpose of this study was to investigate Korean EFL teachers’ degrees of engagement in research. Adapted from Borg’s (2009, 2013) research design, the analysis of questionnaires and interviews from 30 Korean teachers in a graduate school of education revealed that they moderately engaged in research which was due to their course taken in research design and methods. The teachers favored experimental research to write MA theses because of time limitations imposed by academic requirements; however, they personally wanted to conduct case studies for pedagogical considerations. The teachers’ passive involvement in research and their dualistic conception between teaching and conducting research are discussed in the context of their MA degree acquisition. Both pedagogical and policy considerations are suggested for the facilitation of teacher research engagement.
참고문헌 (27)
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