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교육대학원 교육과정과 교수경험을 통한 예비영어교사의 전문성 발달에 대한 내러티브 탐구

Title
교육대학원 교육과정과 교수경험을 통한 예비영어교사의 전문성 발달에 대한 내러티브 탐구
Other Titles
Narrative Inquiry on Pre-service English Teachers' Professional Development through the Curriculum of Graduate School of Education and Teaching Experiences
Author
이영미
Advisor(s)
안성호
Issue Date
2011-08
Publisher
한양대학교
Degree
Master
Abstract
본 연구의 목적은 교육대학원의 교육과정과 교수경험이 예비영어교사의 전문성 발달에 어떤 영향을 주는지를 연구하는 것이다. 이 연구는 세 명의 예비영어교사의 삶의 이야기를 내러티브 탐구로 보여준다. 이야기의 중심적인 목소리는 본 연구자 J이며 동기생 L, K가 내러티브 탐구로의 여행에 동행하였다. 본 연구자는 우리의 삶을 대학원을 입학을 결정할 때부터 졸업을 앞두고 있는 현재까지를 내러티브 탐구로의 긴 여행으로 바라보았다. 본 연구의 목적을 달성하기 위한 연구문제는 다음과 같다. 첫째, 영어교육전공 교육대학원생들은 교육대학원 교육과정을 이수하는 동안 어떤 경험을 하였는가? 둘째 영어교육전공 교육대학원 교육과정과 교수경험은 예비영어교사들의 전문성 발달에 어떤 영향을 미치는가? 여행의 목적지에 도달하면서 본 연구자는 교육대학원 교육과정과 교수경험은 예비영어교사들이 전문성 발달에 다음과 같은 영향을 주었다는 것을 확신하게 되었다. 첫째 우리는 새롭게 배운 교육지식을 교육현장에 적용하는 동안 의사소통 영어교육을 수행할 수 있는 능력을 갖추게 되었다. 예를 들어 연구자 J는 전신반응교수법을 영어연극수업에 적용해 보았고, 우리는 학생들을 위해 더 효과적인 교수법을 수행하기 위해 학생들의 요구를 분석하고 교육 자료를 선택하는 일을 당연하게 여기게 되었다. 이야기를 하는 동안 우리는 새로운 이론적 지식을 통해 우리의 가르치는 기술이 향상될 수 있었다고 말하며, 일하고 공부하는 것을 동시에 하기가 힘들었음에도 불구하고 새로운 전문적 지식을 획득하는 것이 큰 기쁨이었다고 했다. 둘째, 여행을 하는 동안 우리는 교육철학, 교육심리와 같은 교직과목 이수를 통해 우리가 새로운 교육관을 가지게 되었다. 인터뷰를 하는 동안우리는 전에는 그렇게 관심을 두지 않았던 학습력이 부족하거나 불우한 가정배경이 있는 학생들, 수준별 학습, 사교육의 문제점과 같은 다양한 교육문제에 관해 자주 이야기하였다. 이것은 우리가 학생들에 대한 새로운 면이나 교수경험 속에서 찾은 교육문제 등에 관심을 가지기 시작했다는 것을 의미한다. 그래서 본 연구자는 교육대학원의 교육과정과 교수경험이 예비영어교사들의 영어교육에 대한 인식과 태도에 영향을 주었다고 본다. 셋째, 우리는 수업 중 학생에게 화를 내었던 경험에 대해 이야기하면서 교사와 학생간의 좋은 관계를 형성하는 것이 성공적인 수업을 이끄는 데 중요한 요소라는 것을 깨달았다. 또한 우리는 전문적인 대화와 개인적인 저널을 통해 학생과의 갈등에 대해 스스로를 반성하게 되었다. 그러므로 교수경험은 예비영어교사들에게 사제관계라는 새로운 인간관계를 배워가는 기회를 제공해주므로 전문성을 발달하는 데 영향을 미친다. 마지막으로 세 명의 예비영어교사들은 이제 영어교사로서 새로운 정체성을 가지게 되었다. 교육대학원에 입학하기 전에 우리는 교육자로서 또는 직업을 찾는 사람으로서 열등감을 가지고 교육의 전문성을 인정해주는 교사자격증을 얻을 수 있다는 기대감으로 교육대학원에 입학하였다. 그러나 졸업이 가까워 올수록 우리는 교사자격증을 취득할 수 있다는 사실보다는 교사로의 새로운 정체성과 자신감을 얻게 되었다고 이야기하고 있었다. 이상과 같이 세 명의 예비영어교사들은 교육대학원 교육과정에서 배운 교육지식을 교육현장에 적용하려고 노력하고 반성하면서 예비영어교사로서 전문성을 확보하였다고 볼 수 있다. 연구자는 경험에 대해 이야기하는 동안 그 안에서 과거를 회상하고 반성하는 기회를 가지며 자신의 삶을 의미 있고 소중하게 다루는 법을 배웠다. 우리나라에는 현재 수많은 교육대학원 재학생들이 예비교사가 되기 위해 연구자와 비슷한 경험을 할 수 있을 것이다. 본 연구자는 내러티브 탐구를 마치며 이 연구가 미래의 예비교사들에게 간접적으로 현장을 체험하면서 의미를 갖고 감동을 느낄 수 있는 소재가 될 수 있을 것으로 기대해본다. | The aim of this study is to discover how three pre-service English teachers undergo professional development while participating in graduate school study and different teaching practices. It illustrates three pre-service English teachers' stories through narrative inquiry. The main voice of the stories is J(I, the researcher of this study). J's school fellows L and K have accompanied her during the journey─our lives from the time when the participants decided to enter the graduate school of education until today. In order to achieve the purpose of this study, two research questions are posed as follows. First, what did English education graduate students experience while they carried out the curriculum? Second, how do graduate school curriculum and teaching experiences affect pre-service English teachers' professional development? Upon reaching a destination in this journey, J came to firmly believe that the curriculum of graduate school of education and teaching experiences helped develop expertise as a pre-service English teacher because of the following four reasons. Firstly, the participants have gained the ability to use communicative language English teaching while making an effort to apply newly learned pedagogical knowledge in their working field. For example, J applied total physical response to her English play class. Also, in order to perform more effective teaching methods for students, it became natural for them to analyze learners' needs and consider these needs when selecting the teaching materials. In their conversations, the participants all agree that it was a great advantage to acquire new professional knowledge because the knowledge has improved their teaching skills, despite the difficulty with working and learning at the same time. Secondly, during the journey, three pre-service teachers became aware of new values of education through the courses such as 'educational philosophy', 'educational sociology' and 'educational psychology'. In particular, these courses let the participants recognize and discuss the issues such as students lacking learning skills, or having poor family background, classes divided into levels of student, and private education. It means that, by applying what they learned from the courses to teaching experience, the participants started to have new perspectives about students and educational issues. In other words, the curriculum of graduate school of education and teaching experiences affect the pre-English teachers' awareness and attitude toward English education. The participating pre-service teachers thirdly realized that cultivating positive relationships with students is a very crucial factor in conducting a successful class, It was also found that the even conflicts with students became the opportunity to be a mature teaching processionals. Therefore teaching experiences affect pre-English teachers' professional development because they provide us with the opportunity to learn about the teacher-student relationship. Lastly, all three participants believe that they have gained a new identity of a competent English teacher. Before the graduate study, they expected that the graduate study would empower them with a English teacher certificate for secondary school. However, as their graduation is getting closer, they all agree that becoming confident and responsible as an English teacher is as important as receiving the certificate. While talking about each other's life, most of all, J had opportunities to reflect her past and present. This opportunity has also made her build the ways of making her life more meaningful and valuable. In Korea, there might be many pre-service English teachers, having similar experiences like the participants of this study. I hope that this story will inspire some of them to look back on their experiences.; The aim of this study is to discover how three pre-service English teachers undergo professional development while participating in graduate school study and different teaching practices. It illustrates three pre-service English teachers' stories through narrative inquiry. The main voice of the stories is J(I, the researcher of this study). J's school fellows L and K have accompanied her during the journey─our lives from the time when the participants decided to enter the graduate school of education until today. In order to achieve the purpose of this study, two research questions are posed as follows. First, what did English education graduate students experience while they carried out the curriculum? Second, how do graduate school curriculum and teaching experiences affect pre-service English teachers' professional development? Upon reaching a destination in this journey, J came to firmly believe that the curriculum of graduate school of education and teaching experiences helped develop expertise as a pre-service English teacher because of the following four reasons. Firstly, the participants have gained the ability to use communicative language English teaching while making an effort to apply newly learned pedagogical knowledge in their working field. For example, J applied total physical response to her English play class. Also, in order to perform more effective teaching methods for students, it became natural for them to analyze learners' needs and consider these needs when selecting the teaching materials. In their conversations, the participants all agree that it was a great advantage to acquire new professional knowledge because the knowledge has improved their teaching skills, despite the difficulty with working and learning at the same time. Secondly, during the journey, three pre-service teachers became aware of new values of education through the courses such as 'educational philosophy', 'educational sociology' and 'educational psychology'. In particular, these courses let the participants recognize and discuss the issues such as students lacking learning skills, or having poor family background, classes divided into levels of student, and private education. It means that, by applying what they learned from the courses to teaching experience, the participants started to have new perspectives about students and educational issues. In other words, the curriculum of graduate school of education and teaching experiences affect the pre-English teachers' awareness and attitude toward English education. The participating pre-service teachers thirdly realized that cultivating positive relationships with students is a very crucial factor in conducting a successful class, It was also found that the even conflicts with students became the opportunity to be a mature teaching processionals. Therefore teaching experiences affect pre-English teachers' professional development because they provide us with the opportunity to learn about the teacher-student relationship. Lastly, all three participants believe that they have gained a new identity of a competent English teacher. Before the graduate study, they expected that the graduate study would empower them with a English teacher certificate for secondary school. However, as their graduation is getting closer, they all agree that becoming confident and responsible as an English teacher is as important as receiving the certificate. While talking about each other's life, most of all, J had opportunities to reflect her past and present. This opportunity has also made her build the ways of making her life more meaningful and valuable. In Korea, there might be many pre-service English teachers, having similar experiences like the participants of this study. I hope that this story will inspire some of them to look back on their experiences.
URI
https://repository.hanyang.ac.kr/handle/20.500.11754/138289http://hanyang.dcollection.net/common/orgView/200000417426
Appears in Collections:
GRADUATE SCHOOL[S](대학원) > ENGLISH EDUCATION(영어교육학과) > Theses (Master)
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