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영어교사의 수업 전문성 함양을 위한 탐색적 연구: 교사, 동료교사, 학생의 협력적 성찰을 중심으로
An exploratory study of English teacher expertise: A case for the collaborative reflection of the teacher, colleagues, and students.

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Authors
김나연; 김성우; 안현기
Issue Date
2016
Publisher
서울대학교 외국어교육연구소
Citation
외국어교육연구, Vol.19, pp. 45-71
Keywords
English teacher expertisecollaborative reflectionteacher learningreflective practice
Abstract
The current study explores the potential of the collaborative reflection of the teacher, colleagues, and students in promoting teacher expertise. To this effect, the authors first created a principled set of checklists on six domains of teacher expertise by synthesizing relevant literature. Then they developed protocols for collaborative reflection. These tools were applied to a middle school English teachers reflective practice, involving the teacher participating in stimulated recall sessions of her own classes, writing reflection journals, and receiving feedback from her colleagues and students. The results show that collaborative reflection has high potentials for mediating the teachers cognitive and affective changes, leading to behavioral ones. This suggests that collaborative reflection, when relevant institutional prerequisites are met, can take an instrumental role in promoting teacher expertise.
ISSN
1229-5892
Language
Korean
URI
https://hdl.handle.net/10371/117577
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College of Education (사범대학)Foreign Language Education Research Institute (외국어교육연구소)외국어교육연구 (Foreign Language Education Research)외국어교육연구 (Foreign Language Education Research) vol.19 (2016)
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