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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 24, No. 0, pp.86-108
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2024
Received 28 Jan 2024 Revised 06 Feb 2024 Accepted 14 Feb 2024
DOI: https://doi.org/10.15738/kjell.24..202402.86

영어교사의 교사학습공동체에 관한 설계 및 인식

안경자
서울교육대학교
English teachers’ design and perceptions of teacher learning communities
Ahn, Kyungja
Professor, Dept. of English Education, Seoul National University of Education, Tel: 02-3475-2565 kjahn@snue.ac.kr


© 2024 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 how English teachers design teacher learning communities and examine their perceptions and needs regarding such communities. The participants were fifteen teachers enrolled in a graduate seminar on second language teacher education taught by the researcher. The data comprised each participant’s teacher learning community program design, final portfolio, pre- and post-surveys, final project, and the researcher’s field notes. Using content analysis, the data were qualitatively analyzed. The major findings are as follows: Firstly, various teacher learning community programs designed by English teachers were broadly categorized into three types: those focused on improving instructional skills, utilizing educational technology for teaching, and enhancing English proficiency skills. These communities were organized based on individual teachers’ experiences and instructional interests. Secondly, concerning English teachers’ awareness and demands related to teacher learning communities, they acknowledged the importance of such communities and expressed a willingness to create and participate in them. They also demonstrated an understanding of learning communities for English teachers involving learning, utilizing, and collaborating. The findings suggest that teacher learning communities can enhance English teachers’ professional development, with significant implications for English teacher education. Further important implications regarding the development of English teachers and English teacher learning communities were discussed.

Keywords:

teacher learning communities, teacher development, teacher professional development, English teacher education, second language teacher education

Acknowledgments

This work was supported by the 2023 Research Fund of Seoul National University of Education.

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