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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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This study explores whether the EFL teachers’ collaborative action research can affect their professional development. Fifty-six in-service teachers participated in this research, and their perceptions and practices towards professional development are examined. Both quantitative and qualitative data are gathered from the survey questionnaires and individual interviews. The data shows that after the teachers attend the collaborative action research, they hold more student-oriented rather than self-oriented beliefs on teachers’ professional development. Besides, the participants prefer the activities related to practical teaching over research. But after they engaged in the tailored learning community, they began to realize the importance of teaching research and they even sought opportunities of cooperative development. The participants also reported that improper school evaluation may hinder their professional development. It is suggested that the support from school authority are also needed in the form of creating some professional development programs.
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참고문헌 (20)
참고문헌 신청
Akbari, R. / 2012 / Second-language teachers’ moral knowledge base : A comparison between experienced and less experienced male and female practitioners / Journal of Moral Education 41(1):35~59
Alibakhshi, G. / 2015 / EFL teachers' perceptions of continuing professional development : A case of Iranian high school teachers / Profile issues in teachersprofessional development 17(2):29~42
Atay, D. / 2008 / Teacher research for professional development / ELT journal 62(2):139~147
Burbank, M. D. / 2016 / The impact of critically reflective teaching : A continuum of rhetoric / Action in Teacher Education 38(2):104~119
Borg, M. / 2001 / Teachers’ beliefs / ELT Journal 55(2):186~188
Alibakhshi, G. / 2015 / EFL teachers' perceptions of continuing professional development : A case of Iranian high school teachers / Profile issues in teachersprofessional development 17(2):29~42
Atay, D. / 2008 / Teacher research for professional development / ELT journal 62(2):139~147
Burbank, M. D. / 2016 / The impact of critically reflective teaching : A continuum of rhetoric / Action in Teacher Education 38(2):104~119
Borg, M. / 2001 / Teachers’ beliefs / ELT Journal 55(2):186~188
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