自主学习:探索韩国本土英语教师的持续专业发展

IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH
C. Binnie, Joshua Wedlock
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引用次数: 1

摘要

有人认为,自我指导的专业发展是教师持续终身学习的必要组成部分。研究主要集中在自上而下、机构授权的专业发展上,然而,缺乏关于教师自主专业发展的数据。因此,本项目的目的是探索韩国英语母语教师(NEST)所从事的自主职业发展,并评估这些行为是否符合他们对自主职业发展的既定信念。采用混合方法,从56名完成在线问卷调查的教师和11名参加后续访谈的教师中收集数据。分析显示,在研究之前的12个月里,只有35名教师参与了自我指导的专业发展。研究结果表明,拥有教育学位并对EFL/ESL职业感兴趣的教师最有可能参与自主职业发展。在没有参与自主职业发展的参与者中,阻碍参与的突出因素是缺乏雄心和/或矛盾心理、缺乏必要性、缺乏职业发展前景以及新冠肺炎大流行。可以得出的结论是,研究中的大多数NEST没有参与足够的专业发展来提高学生的学习成绩。©2022 AsiaTEFL保留所有权利。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Self-Directed Learning: Exploring the Continuous Professional Development of Native English-Speaking Teachers in South Korea
It has been argued that self-directed professional development is a necessary component of continuous, lifelong teacher learning. Research has predominantly focused on top-down, institution-mandated professional development, however, a paucity of data exists concerning self-directed teacher professional development. Therefore, the aim of this project was to explore the self-directed professional development that native English-speaking teachers (NESTs) in South Korea engaged in, as well as assess if these behaviors matched their stated beliefs about self-directed professional development. Employing a mixed-methods approach, data was collected from 56 teachers who completed online questionnaires, and 11 teachers who participated in follow-up interviews. Analysis revealed that in the 12 months prior to the study, only 35 teachers engaged in self-directed professional development. Findings indicated that the teachers who held education degrees and were interested in an EFL/ESL career were the most likely to engage in self-directed professional development. Of the participants that did not engage in self-directed professional development, the preeminent factors hindering involvement were a lack of ambition and/or ambivalence, lack of necessity, a shortage of career advancement prospects, and the COVID-19 pandemic. It could be concluded that most NESTs in the study did not engage in enough professional development to increase student learning outcomes. © 2022 AsiaTEFL All rights reserved.
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来源期刊
Journal of Asia TEFL
Journal of Asia TEFL EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.60
自引率
33.30%
发文量
90
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