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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 22, No. 0, pp.300-319
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2022
Received 25 Jan 2022 Revised 18 Mar 2022 Accepted 29 Mar 2022
DOI: https://doi.org/10.15738/kjell.22..202203.300

영어 교사연구자의 발전 및 발전 요인 탐구

안경자
서울교육대학교
Exploring English teacher-researchers’ professional development and its instigating factors
Kyungja Ahn
Professor, Dept. of English Education, Seoul National Uiversity of Education, Tel: 02-3475-2565 kjahn@snue.ac.kr


© 2022 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This study aims to explore three elementary teacher-researchers’ development, specifically how they grew individually as teacher-researchers, in what aspects they developed, and what factors instigated their development. The three teacher-researchers with experiences in research were enrolled in the doctoral seminar that the researcher taught for a semester. The data included each participant’s pre- and post-surveys, reflection e-journal, final portfolio, final paper as well as the researcher’s field notes. Based on the narrative inquiry, the data were analyzed qualitatively using content analysis. The major findings are as follows: First, three teacher-researchers grew by interconnecting teaching and research and making efforts to overcome difficulties conducting research. Second, the teacher-researchers developed in terms of cognitive (teacher knowledge and beliefs), affective (teacher motivation and confidence), and metacognitive aspects (teacher reflection and plans). Third, the factors that influenced the teacher-researchers’ development included mediation by activities in the graduate seminar, integration between teaching and research as well as the teacher-researchers’ willingness and aspiration toward teaching and research. It was suggested that teacher education programs need to support teacher-researchers for their professional development more effectively. Further important implications regarding development for English teachers and English teacher-researchers were discussed.

Keywords:

teacher-researcher, English teacher-researcher, teacher professional development, teacher portfolio, second language teacher education

Acknowledgments

This work was supported by the 2021 Research Fund of Seoul National University of Education.

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