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Constructional and Situational Variables to Affect the Efficacy of INSET

염경숙
현대영어교육학회 (The Modern English Education Society)|2013.02|현대영어교육 (Modern English Education)|제14권 제1호|pp. 49-75

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참고문헌

키워드

교수변인efficacy of INSETconstructional variablescultural variablessituated practiceINSET 평가상황 변인문화 변인

초록

The current study explores potential differences among in-service teachers in Asian settings in terms of their attitudes, needs, and teaching beliefs. With the great emphasis placed on INSET programs for teacher qualifications, the current study attempts to evaluate the efficacy of an INSET program as a case study. Since the 90-hour program for 16 Chinese English teachers in this study was hosted by a recognized TESOL institution in Korea, the focus of the study was placed on cultural and contextual variables affecting language teaching and teacher development. At the same time, efficacy of the current INSET program was examined through particular contextual variables of the trainees within the general framework of INSET efficacy issues. Trainee confidence level and perception of achievement were the main criteria, and a comparative analysis of one Chinese trainee’s pre- and post-program performance was made to objectify lesson applicability for the particular training involved. The research findings support the idea that teaching is a situated practice, and cultural and contextual variables truly affect teaching needs and INSET characteristics.

Abstract

The current study explores potential differences among in-service teachers in Asian settings in terms of their attitudes, needs, and teaching beliefs. With the great emphasis placed on INSET programs for teacher qualifications, the current study attempts to evaluate the efficacy of an INSET program as a case study. Since the 90-hour program for 16 Chinese English teachers in this study was hosted by a recognized TESOL institution in Korea, the focus of the study was placed on cultural and contextual variables affecting language teaching and teacher development. At the same time, efficacy of the current INSET program was examined through particular contextual variables of the trainees within the general framework of INSET efficacy issues. Trainee confidence level and perception of achievement were the main criteria, and a comparative analysis of one Chinese trainee’s pre- and post-program performance was made to objectify lesson applicability for the particular training involved. The research findings support the idea that teaching is a situated practice, and cultural and contextual variables truly affect teaching needs and INSET characteristics.

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A Study of the Intensive In-service English Teacher Training Program in Korea양소영한국영어교육학회 · 영어교육2009 · 제64권 제3호The continuing professional development of Korean English teachers: An in-depth look at longer-term impact심주연팬코리아영어교육학회 · 영어교육연구2015 · 제27권 제1호Evaluating an In-service English Teacher Training Program from Multiple Perspectives김형선, 나윤희, 안병규한국영어교육학회 · 영어교육2008 · 제63권 제4호EFL Secondary Teachers’ Perceptions Toward Blended In-service Teacher Training방영주현대영어교육학회 · 현대영어교육2013 · 제14권 제3호Interconnectivity of Quality Drivers: Evaluation of an In-service Teacher Education Program염경숙한국영어교육학회 · 영어교육2012 · 제67권 제3호Designing and Implementing an In-service Teacher Training Program for English Teachers나윤희, 안병규팬코리아영어교육학회 · 영어교육연구2008 · 제20권 제4호

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