Earticle

초록

영어

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.

목차

Abstract
1. Introduction
2. Literature Review
2.1 Theoretical basis
2.2 Former relevant studies
3. Methodology
3.1 Participants
3.2 Instruments and Procedures
3.3 Data collection and analysis
4. Results
4.1 The perceived factors facilitating the college EFL teachers' CPD
4.2 The perceived factors hindering the college EFL teachers' CPD
4.3 The activities promoting the college EFL teachers' CPD
5. Discussion
6. Conclusion
References

키워드

저자

• Yi Liu [ Yanbian University ]
• Yang-Hee Kim [ Baekseok University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  언어학연구 [Journal of Linguistic Studies]

• 간기

  연3회

• pISSN

  1226-9859

• 수록기간

  1996~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 700 DDC 400