중등 중국어 교사 온라인 커뮤니티전문성 개발 현황 연구
A Study on Professional Development of Secondary Chinese Teachers in Online Communities
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This paper analyzed three semesters of dialogue extracted from three online communities of secondary Chinese teachers. Through this, we examined Chinese teachers’ interest in teacher professionalism, demand for teaching contents and methods, imbalance of interest by job competency, and diagnosed alternative possibility of teacher community. In the secondary Chinese teachers online community, teachers’ conversations focused on the provision of materials. This suggests that teachers are mainly focusing on material sharing. Since all three communities have different platforms, the differences in the types of conversations were also noticeable. Also, the community’s shared materials were mainly concentrated on media materials. This is because the use of audiovisual media is higher than that of traditional text media in the process of instructional design and class preparation. The conversation about the contents of teaching and learning was overwhelmingly related to Chinese culture. This is due to the fact that the contents are not sufficiently handled in the teacher training courses. It also appears that Chinese classes at the school site serve as a window to China for students. When classifying community interactions and conversations based on Chinese teacher competences, there were many conversations about competences such as class preparation, class operation, professional development, curriculum content, and administrative practice, but the conversation about learners and teacher values was very small. As the teaching and learning process is standardized, systemized and customary, there is a concern that the teaching professionalism increases and the teacher professionalism decreases. More attention and reflection from researchers and teachers on this issue are needed.
Abstract
This paper analyzed three semesters of dialogue extracted from three online communities of secondary Chinese teachers. Through this, we examined Chinese teachers’ interest in teacher professionalism, demand for teaching contents and methods, imbalance of interest by job competency, and diagnosed alternative possibility of teacher community. In the secondary Chinese teachers online community, teachers’ conversations focused on the provision of materials. This suggests that teachers are mainly focusing on material sharing. Since all three communities have different platforms, the differences in the types of conversations were also noticeable. Also, the community’s shared materials were mainly concentrated on media materials. This is because the use of audiovisual media is higher than that of traditional text media in the process of instructional design and class preparation. The conversation about the contents of teaching and learning was overwhelmingly related to Chinese culture. This is due to the fact that the contents are not sufficiently handled in the teacher training courses. It also appears that Chinese classes at the school site serve as a window to China for students. When classifying community interactions and conversations based on Chinese teacher competences, there were many conversations about competences such as class preparation, class operation, professional development, curriculum content, and administrative practice, but the conversation about learners and teacher values was very small. As the teaching and learning process is standardized, systemized and customary, there is a concern that the teaching professionalism increases and the teacher professionalism decreases. More attention and reflection from researchers and teachers on this issue are needed.
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