The Korean Association for the Study of English Language and Linguistics

Korean Journal of English Language and Linguistics - Vol. 23
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Korea Journal of English Language and Linguistics - Vol. 23, No. 0, pp. 89-108
Abbreviation: KASELL
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Received 21 Dec 2022 Revised 22 Jan 2023 Accepted 30 Jan 2023
DOI: https://doi.org/10.15738/kjell.23..202301.89

영어교사의 전문성 발전: 교사연수 프로그램 설계 및 교사연수에 관한 인식
안경자
서울교육대학교

English teachers’ professional development: Teacher training program design and teacher perception of teacher training
Kyungja Ahn
Professor, Dept. of English Education, Seoul National University of Education, Tel: (02) 3475-2565 (kjahn@snue.ac.kr)

© 2023 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.
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Abstract

This study aims to explore elementary English teachers’ experiences in and perceptions of teacher training programs. The participants were seven teachers enrolled in a graduate seminar that the researcher taught for a semester. The graduate seminar was on second language teacher education, which included designing a teacher training program. The data consisted of each participant’s teacher training program design, pre- and post-surveys, final portfolio, final paper as well as the researcher’s field notes. The data were analyzed qualitatively using content analysis. The major findings are as follows: First, the teachers had different experiences and attitudes towards the teacher training programs primarily based on their ELT experiences. Second, the teachers designed teacher training programs to improve teachers’ English abilities, ELT competence, co-teaching capabilities with English native speaking teachers, and to share ELT practical knowledge with other teachers. Third. the teachers recognized the need for English teacher training for their professional development, demanded changes in English teacher training programs to meet learners and teachers’ needs, and expressed their intention to participate or teach other teachers in English teacher training programs. It was suggested that teacher education programs should support teachers for their continuous professional development more effectively. Further important implications regarding the development for English teachers and English teacher training programs were discussed.

Keywords: professional development for English teachers, English teacher training program design, primary English teacher, English teacher education, second language teacher education
Acknowledgments

This work was supported by the 2022 Research Fund of Seoul National University of Education.

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