본문 바로가기
KERD
논문KCI 등재

The Positive Feedback Loop of Korean English Teachers’ Knowledge and Resilience Systems

0

조회

0

다운로드

0

인용

0

참고문헌

키워드

초록

This study analyzes the relationship between the teacher knowledge (technology, pedagogy, content, and the intersection of three components) required for the development of curricula, the external environment (perceived school technology infrastructure), and emotional factors surrounding it (teacher self-efficacy, teacher resilience). Survey data from 400 Korean English teachers was analyzed using the Structural Equation Model (SEM). A total of 10 hypotheses were proposed following a review of the extant literature. This study, building on previous research on teacher resilience, proposes two models: a recursive model that returns to teachers’ knowledge systems, and a linear model in which resilience is unilaterally burned up. Only one path associating Korean English teachers’ technological knowledge with perceived school infrastructure was found to be invalid. Moreover, the Goodness of Fit Indices of the recursive model is effective in explaining the relationship between variables. In other words, teacher resilience affected by technological pedagogical content knowledge (the intersection of three components) shows the characteristics of a relationship that could strengthen a teacher’s knowledge system by reflecting the technological, pedagogical, and content knowledge of English teachers. This study found that teacher resilience is an essential factor that can help Korean English teachers overcome the adversity they may face in the classroom or school environment.

Abstract

This study analyzes the relationship between the teacher knowledge (technology, pedagogy, content, and the intersection of three components) required for the development of curricula, the external environment (perceived school technology infrastructure), and emotional factors surrounding it (teacher self-efficacy, teacher resilience). Survey data from 400 Korean English teachers was analyzed using the Structural Equation Model (SEM). A total of 10 hypotheses were proposed following a review of the extant literature. This study, building on previous research on teacher resilience, proposes two models: a recursive model that returns to teachers’ knowledge systems, and a linear model in which resilience is unilaterally burned up. Only one path associating Korean English teachers’ technological knowledge with perceived school infrastructure was found to be invalid. Moreover, the Goodness of Fit Indices of the recursive model is effective in explaining the relationship between variables. In other words, teacher resilience affected by technological pedagogical content knowledge (the intersection of three components) shows the characteristics of a relationship that could strengthen a teacher’s knowledge system by reflecting the technological, pedagogical, and content knowledge of English teachers. This study found that teacher resilience is an essential factor that can help Korean English teachers overcome the adversity they may face in the classroom or school environment.

참고문헌 (82)

  1. Angeli, C., "Epistemological and methodological issues for the issues for the conceptualization, development, and assessment of ICT-TPCK : Advances in technological pedagogical content knowledge(TPCK)", Computer & Education, 52(1), pp.154~168 (2009)[DOI]
  2. Ashton, P., "Making a difference: Teachers’ sense of efficacy and student achievement" (1986), Longman
  3. Atay, D., "Beginning teacher efficacy and the practicum in an EFL context", Teacher Development, 11(2), pp.203~219 (2007)[DOI]
  4. Bandura, A., "Self-efficacy : Toward a unifying theory of behavioral change", Psychological Review, 84(2), pp.191~215 (1977)
  5. Baser, D., "Developing a technological pedagogical content knowledge(TPACK)assessment for preservice teachers learning to teach English as a foreign language", Computer Assisted Language Learning, 29(4), pp.749~764 (2016)[DOI]
  6. Braine, G., "Non-native educators in English language teaching" (2013), Routledge
  7. Chacón, C. T., "Teachers’ perceived efficacy among English as a foreign language teacher in middle schools in Venezuela", Teaching and Teacher Education, 21(3), pp.257~272 (2005)[DOI]
  8. Chaim C. S., "Modeling primary school pre-service teachers’ technological pedagogical content knowledge(TPACK)for meaningful learning with information and communication technology(ICT)", Computer & Education, 57(1), pp.1184~1193 (2011)[DOI]
  9. Chen, Z., "Teaching oral English in higher education : Challenges to EFL teachers", Teaching in Higher Education, 16(3), pp.333~345 (2011)[DOI]
  10. 최은아, "위드 코로나 시대, 유아교육에서의 ‘더불어 살아가기’에 대한 인식과 경험", 인문사회 21, 12(3), pp.2965~2980 (2021), 인문사회 21
  11. de Terte, I., "Psychological resilience of workers in high risk occupations", Stress and Health, 30(5), pp.353~355 (2014)[DOI]
  12. Ertmer, P. A., "Teacher technology change : How knowledge, confidence, beliefs, and culture intersect", Journal of Research on Technology in Education, 42(3), pp.255~284 (2010)[DOI]
  13. Fadli, F., "Techno-resilience for teachers : Concepts and action", TEM Journal, 9(2), pp.820~825 (2020)[DOI]
  14. Faez, F., "Connecting language proficiency to(self-reported)teaching ability : A review and analysis of research", RELC Journal, 48(1), pp.135~151 (2017)[DOI]
  15. Fathi, J., "Assessing language teachers’ technological pedagogical content knowledge(TPACK) : EFL students’ perspectives", Research in English Language Pedagogy, 7(2), pp.255~282 (2019)[DOI]
  16. Freeman, D., "The hidden side of the work : Teacher knowledge and learning to teach", Language Teaching, 35(1), pp.1~13 (2002)[DOI]
  17. Gibson, S., "Teacher efficacy : A construct validation", Journal of Educational Psychology, 76(4), pp.569~582 (1984)[DOI]
  18. Gillespie B., "Development of a theoretically derived model of resilience through concept analysis", Contemporary Nurse, 25, pp.124~135 (2007)[DOI]
  19. Graham, R., "Techno-resiliency in education: A new approach for understanding technology in education" (2016), Springer
  20. Gu, Q., "Teachers resilience : A necessary condition for effectiveness", Teaching and Teacher Education, 23(8), pp.1302~1316 (2007)[DOI]
  21. Gu, Q., "Challenges to teacher resilience : Conditions count", British Educational Research Journal, 39(1), pp.22~44 (2013)[DOI]
  22. 하명애, "코로나19 전후 대학생 영어학습자의 학력격차 연구:토익 수강생들의 영어성취도를 중심으로", 영어교과교육, 21(1), pp.187~209 (2022), 한국영어교과교육학회
  23. Halbesleben, J. R., "Getting to the"COR"understanding the role of resources in conservation of resources theory", Journal of Management, 40(5), pp.1334~1364 (2014)[DOI]
  24. Hashweh, M. Z., "Teacher pedagogical constructions : A reconfiguration of pedagogical content knowledge", Teachers and Teaching, 11(3), pp.273~292 (2005)[DOI]
  25. Hiver, P., "The interplay of possible language teacher selves in professional development choices", Language Teaching Research, 17(2), pp.210~227 (2013)[DOI]
  26. Hobfoll, S. E., "Conservation of resources. A new attempt at conceptualizing stress", The American Psychologist, 44(3), pp.513~524 (1989)[DOI]
  27. Hock, H. H., "Language history, language change, and language relationship: An introduction to historical and comparative linguistics" (2019), Mouton de Gruyter
  28. Hoy, W. K., "Socialization of student teachers", American Educational Research Journal, 27(2), pp.279~300 (1990)[DOI]
  29. Hubbard, P., "CALL and the future of language teacher education", CALICO Journal, 25(2), pp.175~188 (2008)[DOI]
  30. Reinking, D., "Handbook of literacy and technology: Transformations in a post-typographic world" (1998), Routledge
  31. Karimi, M. N., "The effects of professional development initiatives on EFL teachers’ degree of self-efficacy", Australian Journal of Teacher Education, 36(6), pp.50~62 (2011)[DOI]
  32. Karimi, M. N., "A structural equation modelling analysis of the relationships between perceived occupational stress, burnout, and teacher resilience", Journal of Second Language Teacher Education, 1(1), pp.49~72 (2018)[DOI]
  33. Kelloway, E. K., "Using LISREL for structural equation modeling: A researcher’s guide" (1998), Sage
  34. Kennedy, E., "Improving literacy achievement in a high-poverty school : Empowering classroom teachers through professional development", Reading Research Quarterly, 45(4), pp.384~387 (2010)[DOI]
  35. Khani, R., "How do self-efficacy, contextual variables and stressors affect teacher burnout in an EFL context?", Educational Psychology, 35(1), pp.93~109 (2015)[DOI]
  36. 김형순, "4차 산업혁명시대의 영어교사 미래준비도 연구", 멀티미디어 언어교육, 20(3), pp.179~205 (2017), 한국멀티미디어언어교육학회[DOI]
  37. 김정효, "지식기반사회에서 융합교육을 위한 간학문적 통합교육의 가능성 탐색", 문화예술교육연구, 7(1), pp.175~200 (2012), 한국문화교육학회[DOI]
  38. 김정옥, "온라인상 대학생 영어 말하기 수업 설계", 영어교과교육, 20(3), pp.119~138 (2021), 한국영어교과교육학회[DOI]
  39. 김성희, "AI활용 영어교육에 대한 초․중․고 영어(담당)교사의 인식", 외국어교육연구, 35(1), pp.131~146 (2021), 외국어교육연구소[DOI]
  40. Kirschner, P. A., "The myths of the digital native and the multitasker", Teaching and Teacher Education, 67, pp.135~142 (2017)[DOI]
  41. Koehler, M. J., "What happens when teachers design educational technology? The development of technological pedagogical content knowledge", Journal of Educational Computing Research, 32(2), pp.131~152 (2005)[DOI]
  42. Koehler, M. J., "Handbook of research on educational communications and technology", pp.101~111 (2014), Springer
  43. Koehler, M., "What is technological pedagogical content knowledge(TPACK)?", Contemporary Issues in Technology and Teacher Education, 9(1), pp.60~70 (2009)[DOI]
  44. Koh, J. H. L., "Developing pre-service teachers’technology integration expertise through the TPACK-developing instructional model", Journal of Educational Computing Research, 44(1), pp.35~58 (2011)[DOI]
  45. Lee, M., "An analysis of the TPACK cultivation process and model building of middle school pre-service mathematics teachers", doctor, pp.2014
  46. Lee, R. T., "A meta-analytic examination of the correlates of the three dimensions of job burnout", Journal of Applied Psychology, 81(2), pp.123~133 (1996)[DOI]
  47. Luszczynska, A., "Predicating Health Behaviour", pp.127~169 (2005), Open University Press
  48. Mansfield, C. F., "“Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface", Teaching and Teacher Education, 28(3), pp.357~367 (2012)[DOI]
  49. Margerum-Leys, J., "Teacher knowledge of educational technology : A case study of student", mentor teacher pairs, 2002, pp.26(4), 427~462
  50. Medgyes, P., "Native or non-native: who’s worth more?", ELT Journal, 46(4), pp.340~349 (1992)[DOI]
  51. 민찬규, "우리나라 영어교육의 새로운 방향 모색", 영어교과교육, 21(1), pp.69~92 (2022), 한국영어교과교육학회
  52. "Post-omicron school recovery plan announced" (2022)[URL]
  53. Mishra, P., "Technological pedagogical content knowledge : A framework for teacher knowledge", Teachers College Record, 108(6), pp.1017~1054 (2006)[DOI]
  54. Mishra, P., "Introducing technological pedagogical content knowledge", Paper presented at the Annual meeting of the American Educational Research Association (2008)
  55. Murphy, K., "Meaningful connections : Using technology in primary classrooms", Young Children, 58(6), pp.12~18 (2003)[DOI]
  56. Murray, A., "Empowering teachers through professional development", English Teaching Forum, 48(1), pp.2~11 (2010)[DOI]
  57. Najjari, R., "Assessment and development of Iranian EFL teachers’ Technological Pedagogical Content Knowledge(TPACK)", Teaching English as a Second Language Quarterly, 40(4), pp.161~193 (2021)[DOI]
  58. Nayernia, A., "EFL teacher burnout and self-assessed language proficiency : Exploring possible relationships", Language Testing in Asia, 9(1), pp.1~16 (2019)[DOI]
  59. Nazari, N., "Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development", Cogent Education, 6(1), pp.1~26 (2019)[DOI]
  60. Ngui, G. K., "The effect of emotional intelligence, self-efficacy, subjective well-being and resilience on student teachers'perceived practicum stress : A Malaysian case study", European Journal of Educational Research, 9(1), pp.277~291 (2020)[DOI]
  61. Niess, M. L., "Preparing teachers to teach science and mathematics with technology : Developing a technology pedagogical content knowledge", Teaching and Teacher Education, 21(5), pp.509~523 (2005)[DOI]
  62. Nurwidodo, N., "Teacher resilience in remote islands area : A case study in Small Pagerungan Island Sumenep Regency, Indonesia", Journal of Education and Learning, 11(1), pp.47~56 (2017)[DOI]
  63. The future of education and skills: Education 2030, "OECD", OECD, 1~21 (2018)
  64. 오한나, "포스트 코로나를 위한 영어교사 테크놀로지 지식의 형성과 역할에 관한 연구", 영어교과교육, 20(1), pp.115~136 (2021), 한국영어교과교육학회[DOI]
  65. Polk, L. V., "Toward a middle-range theory of resilience", Advances in Nursing Science, 19(3), pp.1~13 (1997)[DOI]
  66. Richards, H., "Foreign language teachers’ language proficiency and their language teaching practice", The Language Learning Journal, 41(2), pp.231~246 (2013)[DOI]
  67. Richards, J. C., "Teaching English through English : Proficiency, pedagogy and performance", RELC Journal, 48(1), pp.7~30 (2017)[DOI]
  68. Rutter M., "Resilience, competence and coping", Child Abuse and Neglect, 31(3), pp.205~209 (2007)[DOI]
  69. Sahin, I., "Development of survey of technological pedagogical and content knowledge(TPACK)", Turkish Online Journal of Educational Technology, 10(1), pp.97~105 (2011)[DOI]
  70. Schaufeli, W. B., "How changes in job demands and resources predict burnout, work engagement, and sickness absenteeism", Journal of Organizational Behavior, 30(7), pp.893~917 (2009)[DOI]
  71. Schmidt, D., "Technological Pedagogical Content Knowledge(TPACK) : The development and validation of an assessment instrument for preservice teachers", Journal of Research on Technology in Education, 42(2), pp.123~149 (2009)[DOI]
  72. 성귀복, "디자인사고 프로세스를 활용한 문제중심 활동이 예비영어교사들의 교수불안감, 회복탄력성, 창의적 문제해결능력에 미치는 영향", 외국학연구, (47), pp.41~80 (2019), 외국학연구소[DOI]
  73. Shulman, L. S., "Those who understand : Knowledge growth in teaching", Educational Researcher, 15(2), pp.4~14 (1986)[DOI]
  74. Taopan, L. L., "TPACK framework : Challenges and opportunities in EFL classrooms", Research and Innovation in Language Learning, 3(1), pp.1~22 (2020)[DOI]
  75. Tschannen-Moran, M., "Teacher efficacy : Capturing an elusive construct", Teaching and Teacher Education, 17(7), pp.783~805 (2001)[DOI]
  76. Tsui, A. B. M., "Hypermedia database and ESL teacher knowledge enrichment", Journal of Information Technology for Teacher Education, 8(2), pp.215~237 (1999)[DOI]
  77. Ullman, J. B., "Structural equation modeling" (2003), Wiley Online Library
  78. Upa, Y., "English teacher identity construction : Indonesian teachers’ motivation and strategies in teaching English for special needs students", PROJECT(Professional Journal of English Education), 3(2), pp.311~321 (2020)[DOI]
  79. Ventura, M., "Professional self-efficacy as a predictor of burnout and engagement : The role of challenge and hindrance demands", The Journal of Psychology, 149(3), pp.277~302 (2015)[DOI]
  80. Voogt, J., "Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators", pp.33~51 (2016), Routledge
  81. Wolin, S. J., "The resilient self: How survivors of troubled families rise above adversity" (1993), Villard Books
  82. 양정임, "4차 산업혁명과 영어교육의 미래에 대한 영어교수자의 인식연구", 새한영어영문학, 62(1), pp.151~169 (2020), 새한영어영문학회[DOI]

관련 논문AI추천

이 간행물의 다른 논문 (10건)