The Korean Association for the Study of English Language and Linguistics

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Korean Journal of English Language and Linguistics - Vol. 21

[ Article ]
Korea Journal of English Language and Linguistics - Vol. 21, No. 0, pp.981-1003
Abbreviation: KASELL
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Received 09 Aug 2021 Revised 20 Sep 2021 Accepted 28 Sep 2021
DOI: https://doi.org/10.15738/kjell.21..202109.981

영어과 교사연수에 관한 초등영어 교사의 경험 및 인식
김경혜 ; 안경자
서울수리초등학교
서울교육대학교

Elementary English teachers’ experiences and perceptions of English teacher training programs
Kyounghye Kim ; Kyungja Ahn
(1st author) Teacher, Seoul Suri Elementary School, Tel: 02-353-9400 (happyk2h@sen.go.kr)
(corresponding author) Professor, Dept. of English Education, Seoul Nat’l Univ. of Education, Tel: 02-3475-2565 (kjahn@snue.ac.kr)

© 2021 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 investigate elementary English teachers’ experiences and perceptions of English teacher training programs. Ten competent and experienced elementary teachers participated in the study. Individual interviews with four of the teachers and focus group interviews with the remaining six teachers were conducted. The findings are as follows. First, for four teachers, their internal factors related to individual experiences and external factors such as school context or English education policies contributed to their motivation to participate in teacher training programs. Their training was internalized through classroom practices and reflective teaching, affecting the individuals’ philosophy on ELT. Second, factors of effective teacher training programs included training programs, individual teachers, school contexts, and teacher education policies. In particular, in-depth participatory curricula, competent instructors, and collaborative peer teacher learners were highly emphasized. Third, the needs analysis for teacher training programs showed that the programs should be improved and supported in terms of program content and organization, school administrators and peer teachers, and governmental policies. Suggestions included expanding the budget for training programs, establishing customized training programs for various skill levels, ensuring English teaching opportunities for professional teachers, supporting excellent teachers, and improving monetary compensations and promotion opportunities for elementary English teachers. Further important implications regarding English teacher training programs and English teacher education policies were discussed.


Keywords: English teacher, English teacher training program, second language teacher education, elementary English teacher, elementary English

Acknowledgments

This study is based on the first author’s master’s thesis.


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