An Examination Of Efl Professional Development In Korea

Overview

The objective of this study is to examine different strategies for professional development for Korean EFL teachers and how they affect teachers' practice and student learning. Two major questions drove this study, which focused on a sample of twenty-four teachers from three district offices of educations in Gyeong-gi province. First, how do Korean EFL teachers experience different types of professional development? How do they perceive the value of different components of professional development in their ...
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Overview

The objective of this study is to examine different strategies for professional development for Korean EFL teachers and how they affect teachers' practice and student learning. Two major questions drove this study, which focused on a sample of twenty-four teachers from three district offices of educations in Gyeong-gi province. First, how do Korean EFL teachers experience different types of professional development? How do they perceive the value of different components of professional development in their learning? Second, how do Korean EFL teachers think their professional development experiences have affected their teaching practice and their students' learning? The adult learning approach was used as a theoretical framework for the study. A case study approach based on a qualitative research paradigm was employed utilizing a combination of questionnaires, interviews, observations and documentations. The study found that Korean EFL teachers perceived the professional development program has facilitated their learning when it: (1) emerges from teachers' expressed need to know; (2) uses learning strategies appropriate to the intended goals; (3) supports learning with modeling, coaching, and problem solving around practice; (4) builds on shared knowledge of teachers and provides collaborative interaction; (5) involves inquiry, dialogue, and reflection. However, Korean EFL teachers also indicated several elements that inhibited their learning such as the lack of time, lack of using multiple sources of information in the evaluation system, limitation of individual choices and levels of learning, little involvement in planning, implementing, reviewing and revising professional development plans and lack of sustainability of the inservice program. The study poses the implications that professional development practices need to consider the area of context that reflects the way that the school infrastructure, resources, and roles work together to create conditions that support professional development. Also, the results of the study suggest that policy supports to increase the capacity of all districts or schools to use those management and implementation strategies might help to make professional development more effective for teachers, and, ultimately, for their students.
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Product Details

  • ISBN-13: 9781243600103
  • Publisher: BiblioLabsII
  • Publication date: 9/4/2011
  • Pages: 46
  • Product dimensions: 7.44 (w) x 9.69 (h) x 0.10 (d)

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