The Korean Association for the Study of English Language and Linguistics

Current Issue

Korean Journal of English Language and Linguistics - Vol. 24
Full Issue PDF
[Paper List]

[ Article ]
Korea Journal of English Language and Linguistics - Vol. 24, No. 0, pp. 86-108
Abbreviation: KASELL
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.
Funding Information ▼
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.

References
1. 강주희(Kang, J.). 2015. 예술영재교육 담당 교사의 학습공동체 활성화 방안 연구(A study on how to promote teachers’ learning community in the arts gifted education). ≪조형교육≫(Art Education Review) 5, 1-28.
2. 교육정책디자인연구소(Education Policy Design Institute). 2017. 『나눔으로 행복하고 배움으로 성장하는 교사학습공동체』(A Community of Teachers Learning and Growing Through Sharing and Learning). 서울: 즐거운학교(Seoul: Joyful School).
3. 권나영(Kwon, N.-Y.). 2015. 수학교사 학습공동체의 의미와 활동(Meanings and practices in learning communities of mathematics teachers). ≪교육문화연구≫(Journal of Education & Culture) 21-3, 83-102.
4. 권낙원(Kwon, N.). 2007. 전문학습공동체 구성 가능성 탐색(To inquire into the measures to building the effective professional learning communities). ≪학습자중심교과교육연구≫(The Journal of Learner-Centered Curriculum and Instruction) 7-2, 1-27.
5. 김경은(Kim, K.). 2010. 수업전문성 신장을 위한 사회 수업 학습공동체 활동 사례 연구(The activities of a learning community on a social studies lesson for professional development). ≪열린교육연구≫(The Journal of Yeolin Education) 18-4, 31-5.
6. 김경혜⋅안경자(Kim, K. and K. Ahn). 2021. 영어과 교사연수에 관한 초등영어 교사의 경험 및 인식(Elementary English teachers’ experiences and perceptions of English teacher training programs). ≪영어학≫(Korean Journal of English Language and Linguistics) 21-9, 981-1003.
7. 김병수(Kim, B.). 2014. 수업전문성 신장을 위한 학습공동체 사례연구: 초등학교 국어 수업을 중심으로(The activities of a learning community for professional development－On the Korean language instruction), ≪청람어문교육≫(Journal of CheongRam Korean Language Education) 50, 7-35.
8. 김주영⋅장재홍⋅박인우(Kim, J., J.-H. Jang and I.-W. Park). (2018). 전문적 학습공동체 참여 여부에 따른 교사협력정도, 수업개선활동, 교사효능감, 교직만족도 비교 분석(Teacher co-operation, activities to improve classes, teacher efficacy, and teacher satisfaction based on participation in a professional learning community). ≪교사교육연구≫(Teacher Education Research) 57-1, 1-15.
9. 박세희⋅한조은⋅정보람⋅이지혜⋅이선경(Park, S.-H., J.-E. Han, B.-R. Jung, J.-H. Lee and S.-K. Lee). 2014. 교사학습공동체를 통한 에너지기후변화 교육프로그램 수업 공동 설계와 실행에 관한 연구(A study on the joint lesson planning and implementation of energy and climate change education courses in the professional learning community-based on three elementary school teachers’ classes). ≪에너지기후변화교육≫(Journal of Energy and Climate Change Education) 4-2, 13-131.
10. 박영석⋅구하라⋅문종은⋅안성호⋅유병규⋅이경윤 ... 함승환 (Park, Y.-S., H.-R. Gu, J.-E. Moon, S.-H. Ahn, B.-G. Yoo, K.-Y. Lee ... S.-H. Ham). 2013. STEAM 교사연구회 개발자료 분석(Current status and remaining challenges of STEAM: An analysis from the perspective of Yungbokhap education). ≪교육과정연구≫(The Journal of Curriculum Studies) 31-1, 159-186.
11. 박영희(Park, Y.-H.). 2011. 초등 수학 수업 전문성 신장을 위한 대학과 초등학교의 학습공동체 사례 연구(Reporting the activities of professional development system for enhancing elementary mathematical teaching professionalism). ≪수학교육논문집≫(Communications of Mathematical Education) 25-1, 47-61.
12. 백병부⋅박철희⋅송승훈⋅원덕재⋅배정현(Baek, B.-B., C.-H. Park, S.-H. Song, D.-J. Won and J.-H. Bae). 2015. 『경기도교육청 교원연수기관 혁신 방안』(Innovative Plans for Teacher Training Institutions in Gyeonggi Provincial Office of Education). 수원, 의정부: 경기도교육청(Suwon, Uijeongbu: Gyeonggi Provincial Office of Education).
13. 백지원(Paek, J.). 2015. 영어 예비교사 전문성 함양 및 신장: 실행공동체 관점(The professionalism development of prospective English teachers: From communities of practice perspectives). ≪중등영어교육≫(Secondary English Education) 8-3, 79-9.
14. 서경혜(Seo, K.). 2009. 교사 전문성 개발을 위한 대안적 접근으로서 교사학습공동체의 가능성과 한계(Teacher learning communities and professional development). ≪한국교원교육연구≫(The Journal of Korean Teacher Education) 26-2, 243-276.
15. 서경혜(Seo, K.). 2010. 교사공동체의 실천적 지식(Teacher community’s practical knowledge). ≪한국교원교육연구≫(The Journal of Korean Teacher Education) 27-1, 121-148.
16. 서경혜(Seo, K.). 2013. 교사 학습에 대한 공동체적 접근(A community approach to teacher learning). ≪교육과학연구≫(Journal of Educational Studies) 4-3, 161-191.
17. 서경혜⋅최유경⋅김수진(Seo, K., Y.-K. Choi and S.-J. Kim). (2011). 초등 교사들의 온라인상에서의 수업자료 공유에 대한 사례연구(Sharing instructional materials online: A case study of online teacher community). ≪초등교육연구≫(The Journal of Elementary Education) 24-2, 257-284.
18. 서울특별시교육청(Seoul Metropolitan Office of Education). 2019. 『2019-2022 서울교육중기발전계획』(2019-2022 Seoul Mid-term Education Development Plan). 서울: 서울특별시교육청(Seoul: Seoul Metropolitan Office of Education).
19. 손성호(Son, S.-H.). 2014. SNS 기반 교사공동체를 통한 실천적 지식 형성과정 탐색: 스마트교육 선도교원 페이스북 그룹 사례연구(Practical knowledge exploration of SNS-based teacher communities: The case study of a Facebook group of the central leading teachers of smart education). ≪한국교원교육연구≫(The Journal of Korean Teacher Education) 31-2, 181-201.
20. 송경오⋅최진영(Song, K,-O. and J. Choi). 2010. 초·중등학교 교사학습공동체의 측정모형 및 수준 분석(Analysis on the measurement model and the level of professional learning community in elementary and secondary schools). ≪한국교원교육연구≫(The Journal of Korean Teacher Education) 27-1, 179-201.
21. 안경자(Ahn, K.). 2015. 영어교육에 게재된 영어 교사교육 관련 연구 분석(An analysis of articles on teacher education in English Teaching). ≪영어교육≫(English Teaching) 70-5, 161-192.
22. 안경자(Ahn, K.). 2019. 초등영어교사의 교사교육가로서의 인식 및 정체성 발달(Perceptions and identities of elementary English teachers as teacher educators). ≪영어학≫(Korean Journal of English Language and Linguistics) 19, 262-288.
23. 안경자(Ahn, K.). 2022. 영어 교사연구자의 발전 및 발전 요인 탐구(Exploring English teacher-researchers’ professional development and its instigating factors). ≪영어학≫(Korean Journal of English Language and Linguistics) 22, 300-319.
24. 안경자(Ahn, K.). 2023. 영어교사의 전문성 발전: 교사연수 프로그램 설계 및 교사연수에 관한 인식(English teachers’ professional development: Teacher training program design and teacher perception of teacher training). ≪영어학≫(Korean Journal of English Language and Linguistics) 23, 40-59.
25. 오찬숙(Oh, C-S.). 2016. 교사학습공동체 특성에 따른 공유와 정착과정 연구(A study on the sharing and settlement process depending on the features of teachers’ learning community). ≪한국교원교육연구≫(The Journal of Korean Teacher Education) 3-1, 297-328.
26. 윤수정⋅정혜영(Yoon, S. and H.-Y. Jeong). 2017. 학습공동체 기반 초등 영어과 교육실습 프로그램 구안과 적용 사례 연구(A case study on a development of the teaching practicum based on learning community approach for preservice and cooperating teachers in English class at elementary school). ≪학습자중심교과교육연구≫(The Journal of Learner-Centered Curriculum and Instruction) 17-1, 273-294.
27. 이동성. 2011. 초등 교과교육연구회 참여경험에 대한 자문화기술지(An autoethnography on the participation experiences in a teachers’ study group of elementary education). ≪초등교육연구≫ (The Journal of Elementary Education) 24-3, 1-26.
28. 이승호⋅이지혜⋅허소윤⋅박세준⋅한송이⋅한은정(Lee, S., J.-H. Lee, S. Heo, S. Park, S.-Y. Han and E.-J. Han). 2015. 교사학습공동체의 속성에 관한 질적 메타 분석(The qualitative meta analysis of attributes in teacher learning community). ≪교육학연구≫(Korean Journal of Educational Research) 53-4, 77-101.
29. 이의재(Lee, E.-J.). 2015. 초임체육교사의 교육실천공동체 참여 실태 분석(Research on the participation situation of beginning physical education teacher’s educational communities of practice). ≪한국스포츠교육학회지≫(Korean Association of Sport Pedagogy) 2-3, 23-50.
30. 이지연(Yi, J.-Y.). 2018. 예비영어교사 교육실습 지도방안에 관한 사례 연구: 웹기반 학습공동체 활용을 중심으로. ≪교과교육학연구≫(Journal of Research in Curriculum & Instruction) 22-6, 371-385.
31. 이현명(Lee, H.-M.). 2012. ‘C 교육대학교와 부설초등학교 간의 영어교과 전문교사학습공동체(PLC) 활동’의 실제와 의미(A meaning of participating in a professional learning community for teachers’ professional development between C National University of Education and Affiliated Elementary School). ≪학습자중심교과교육연구≫(The Journal of Learner-Centered Curriculum and Instruction) 12-4, 585-623.
32. 장경숙⋅김성혜⋅고현숙⋅한은미⋅D. Hayes(Chang, K.-S., S. H. Kim, H.-S. Koh, E. M. Han and D. Hayes). 2011. 『초등학교 영어교사연수 후 지속적 전문성 신장 방안』(A Study on Primary English Teachers’ Continuing Professional Development after IETTP). 서울: 한국교육과정평가원(Seoul: Korea Institute for Curriculum and Evaluation).
33. 전남익⋅최은수(Jeon, N.-I. and E.-S. Choi). 2010. 교사학습공동체에서의 교사리더십 개발과정에 대한 안드라고지적 해석(Andragogy interpretation about teacher leadership development process in teacher’s learning community). ≪평생교육·HRD연구≫(The Journal of Lifelong Education and HRD) 6-1, 157-178.
34. 주순옥⋅안경자(Ju, S. O. and K. Ahn). 2015. 우수 초등영어교사의 전문성 발달에 관한 사례 연구(A case study of expert elementary English teachers’ professional development). ≪초등영어교육≫(Primary English Education) 21-2, 261-288.
35. 차가현⋅주은정⋅장신호. (Cha, G., E-J. Ju and S. Jang). 2015. 과학교사 학습공동체에서 나타나는 초등교사의 PCK 변화 과정 분석(The change process of elementary science teachers’ pedagogical content knowledge in professional learning community). ≪학습자중심교과교육연구≫(The Journal of Learner-Centered Curriculum and Instruction) 15-1, 191-213.
36. 최진영⋅송경오(Choi, J.-Y. and K.-O. Song). (2010). 교사학습공동체 수준에 따른 사회과 교수-학습활동에 대한 연구(A study on the influence of professional learning community on elementary teachers’ social studies instruction). ≪초등교육연구≫(The Journal of Elementary Education) 19-2, 217-239.
37. 하명애⋅민찬규(Ha, M.-A. and C. K. Min). 2008. EFL 상황에서의 영어 교사의 전문성 고찰(The constituents of English teachers’ professional competency in EFL context). ≪영어교과교육≫(Journal of the Korea English Education Society) 7-2, 87-110.
38. 함형인⋅김기열⋅이정훈⋅김기수(Ham, H.-I., K.-Y. Kim, J.-H. Lee and K-S. Kim) 2014. 기술교사 학습공동체의 참여 동기와 교수 전문성 개발에 관한 연구(The motives of technology teachers for participating in the technology teachers learning community and the development of teaching competence). ≪한국기술교육학회지≫(The Korean Journal of Technology Education) 14-1, 11-134.
39. Bogdan, R. B. and S. K. Biklin. 1998. Qualitative Research for Education: An Introduction to Theory and Methods, 3rd ed. Needham Heights, MA: Allyn & Bacon.
40. Creswell, J. W. 2003. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 2nd ed. London: Sage.
41. Dehdary, N. 2017. A look into a professional learning community. Journal of Language Teaching and Research 8(4), 645-654.
42. Freeman, D. 1989. Teacher training, development, and decision making: A model of teaching and relative strategies for language teacher education. TESOL Quarterly 23(1), 27-45.
43. Hammerly, H. 1986. Synthesis in Language Teaching: An Introduction to Linguistics. Blaine, WA: Second Language Publications.
44. Hipp, K. and J. Huffman. 2003. Reculturing Schools as Professional Learning Communities. Lanham, MD: Scarecrow Education.
45. Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Leadership 40(1), 58-59.
46. Johnson, K. E. 2009. Second Language Teacher Education: A Sociocultural Perspective. New York: Routledge.
47. Kim, J.-H. and H.-S. Kang. 2015. The effect of American elementary teachers’ collaborative inquiry on teaching efficacy and the implications in Korea. Korean Journal of Comparative Education 25(2), 1-24.
48. Levine, T. H. (2010). Tools for the study and design of collaborative teacher learning: The affordances of different conceptions of teacher community and activity theory. Teacher Education Quarterly 37(1), 109-130.
49. Martínez, J. M. G. 2018. How effective is collaborative reflective practice in enabling cognitive transformation in English language teachers?. Reflective Practice 19(4), 427-446.
50. McLaughlin, M. W. and J. E. Talbert. 2006. Building School-Based Teacher Learning Communities: Professional Strategies to Improve Student Achievement. New York: Teachers College Press.
51. Myers, C and D. Simpson. 1998. The Whole-Faculty Study Group: Lessons Learned and Best Practice from Classroom, Districts, and Schools. Thousand Oaks, CA: Corwin Press.
52. Schön, D. 1983. Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
53. Shulman, L. S. 1986. Those who understand: Knowledge growth in teaching. Educational Researcher 15(2), 4-14.
54. Voscio, V., D. Ross and A. Adams. 2008. A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education 24(1), 80-91.
55. Vygotsky, L. S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
56. Vygotsky, L. S. 1986. Thought and Language. Cambridge, MA: MIT Press.
57. Walsh, S. and S. Mann. 2015. Doing reflective practice: A data-led way forward. ELT Journal 69(4), 351-362.