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The continuing professional development of Korean English teachers: An in-depth look at longer-term impact

심주연
팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2015.03|영어교육연구 (English Language Teaching)|제27권 제1호|pp. 69-90|DOI 10.17936/pkelt.2015.27.1.004

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키워드

mentoringperception changein-service teacher trainingfollow-up courselonger-term impact
주제분류영어와문학

초록

The central focus of this article concerns the longer-term impact of an in-service teacher training (INSET) course in Korea on teachers’ classroom practice. A small-scale qualitative research study involving classroom observation and interviews was carried out during a period of six months before and after an INSET course. Analysis showed that the teachers faced some challenges in implementing the new ideas, which hampered longer-term impact on their actual classroom practice. However, as a result of the INSET course the teachers’ confidence and motivation increased and this led to better career prospects and affected their professional identity. Some important implications for language teacher training from the study are discussed to highlight how the longer-term impact of INSET could be increased: (i) INSET should provide ongoing support, such as a mentoring system, to promote the continuing development of skills after the course; (ii) INSET should consider teaching contexts sensitively, especially large and mixed-ability classes; and (iii) trainees continue their professional development under their own initiative, even after the INSET course.

Abstract

The central focus of this article concerns the longer-term impact of an in-service teacher training (INSET) course in Korea on teachers’ classroom practice. A small-scale qualitative research study involving classroom observation and interviews was carried out during a period of six months before and after an INSET course. Analysis showed that the teachers faced some challenges in implementing the new ideas, which hampered longer-term impact on their actual classroom practice. However, as a result of the INSET course the teachers’ confidence and motivation increased and this led to better career prospects and affected their professional identity. Some important implications for language teacher training from the study are discussed to highlight how the longer-term impact of INSET could be increased: (i) INSET should provide ongoing support, such as a mentoring system, to promote the continuing development of skills after the course; (ii) INSET should consider teaching contexts sensitively, especially large and mixed-ability classes; and (iii) trainees continue their professional development under their own initiative, even after the INSET course.

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관련 논문AI추천

A Study of the Intensive In-service English Teacher Training Program in Korea양소영한국영어교육학회 · 영어교육2009 · 제64권 제3호Constructional and Situational Variables to Affect the Efficacy of INSET염경숙현대영어교육학회 · 현대영어교육2013 · 제14권 제1호A Study on Teacher Training Program and Professional Development in Korea김지연한국영어영문학회 · 영어영문학2012 · 제17권 제2호영어교사 연수 실태 및 요구 조사 연구장경숙, 정규태현대영어교육학회 · 현대영어교육2009 · 제10권 제3호South Korean Novice English Language Teachers’ Experience of Induction into Teaching장경숙, David Hayes한국영어교육학회 · 영어교육2017 · 제72권 제1호EFL Secondary Teachers’ Perceptions Toward Blended In-service Teacher Training방영주현대영어교육학회 · 현대영어교육2013 · 제14권 제3호

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