Defining competencies for training non-native Korean speaking teachers: a Q methodology approach

IF 1.4 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Iral-International Review of Applied Linguistics in Language Teaching Pub Date : 2023-11-03 DOI:10.1515/iral-2023-0200

Su Eun Kim, Nicola Fraschini, Hyunjin Park

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Abstract

Abstract Learners of Korean are increasing globally, but this growth can only be sustained by training local non-native teachers. To address this issue, this paper identifies the subjective perspectives of Korean language teaching professionals about the main competencies needed by non-native Korean teachers. Following a Q methodology protocol, 35 teachers sorted 42 statements about non-native Korean teacher competencies. The analysis identified four perspectives. Factor 1 stresses the ability to adapt teaching to the learning context and Korean language proficiency. Factor 2 stresses the importance of pursuing continuous professional development without deeming a near-native language proficiency essential. Factor 3 stresses the need to love the language and the ability to maintain advanced language skills. Factor 4 again stresses the need to love the Korean language, the profession, and the importance of a strong sense of responsibility as an educator. Results are discussed with reference to teacher training program design.

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定义培训非母语韩语教师的能力:Q方法论方法

全球范围内学习韩语的人数正在增加，但这种增长只能通过培训当地的非母语教师来维持。为了解决这一问题，本文确定了韩语教学专业人士对非母语韩语教师所需的主要能力的主观观点。根据Q方法协议，35名教师对42份关于非母语韩语教师能力的陈述进行了分类。分析确定了四个方面。因素1强调使教学适应学习环境和韩语熟练程度的能力。因素二强调追求持续专业发展的重要性，而不认为必须具备接近母语的熟练程度。因素三强调热爱语言和保持高级语言技能的能力。第四要素再次强调了热爱韩国语、热爱韩国语这一职业以及作为教育者的强烈责任感的重要性。研究结果可为教师培训方案设计提供参考。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Iral-International Review of Applied Linguistics in Language Teaching Multiple-

CiteScore

3.20

自引率

13.30%

发文量

期刊介绍： International Review of Applied Linguistics in Language Teaching is devoted to problems of general and applied linguistics in their various forms.