현재 위치
Home
How Teacher-in-Role Changes a Teacher’s Practice in Planning a Drama-integrated L2 Class
-
- 발행기관
- 한국외국어교육학회 바로가기
-
- 간행물
- 외국어교육 KCI 등재 바로가기
-
- 통권
- 제27권 제2호 (2020.06)바로가기
-
- 페이지
- pp.1-41
-
- 저자
-
- 언어
- 영어(ENG)
-
- URL
- https://www.earticle.net/Article/A378771
※ 기관로그인 시 무료 이용이 가능합니다.
8,700원
원문정보
초록
- 영어
- This study investigates how process drama, with a special focus on the teacher-in-role strategy, brings about change in an L2 teacher’s practice. As a reflective practitioner researcher, the teacher who aims to integrate drama into L2 classrooms investigates how her practice changes during the planning phase of her workshops by analyzing her reflective journals through thematic analysis, interpreting the analysis findings and relating them to data collected through observations and interviews. Both cases of teacher-in-role used within the conventional teacher frame and that used beyond the frame were present. In the former case, teacher-in-role resulted in making a teacher-centered pre-scripted performance. However, in the latter case, the teacher being in role created a drama world where the improvisational and spontaneous side of teacher-in-role was developed, resulting in changing the teacher’s practice as follows: First, the teacher-in-role strategy encouraged the teacher to find ways to enhance learners’ commitment to the drama experience by engaging them in improvisation. Second, adopting the strategy led the teacher to exercise imagination, being sensitive to learners’ responses. Lastly, the teacher taking on a role made the teacher think of ways to provide L2 support that promotes the process of co-constructing the drama world.
목차
I. Introduction
II. Literature Review
1. Teachers as Technicians
2. Features of Teachers Who Do Not Function as Technicians
3. The Nature of Process Drama and Its Effectiveness in L2 Learning
4. The Effect of Drama on Teaching Practice, Focusing on Teacher-in-Role
5. Empirical Studies on the Effects of Using Drama in Language Classes
III. Methodology
1. Reflective Practitioner Case Study
2. Participants
3. Workshop
4. Data Collection
5. Data Analysis
IV. Results and Discussion
1. Thinking about the Purpose and Nature of Teacher-in-Role
2. Using Teacher-in-Role with a Traditional Teacher’s Mindset
3. Moving Away from the Teacher-Technician
V. Conclusion
References
키워드
과정극 교사의 역할 맡기 즉흥극 process drama teacher-in-role improvisation저자
간행물 정보
발행기관
-
- 발행기관명
- 한국외국어교육학회 [The Korea Association of Foreign Languages Education]
- 설립연도
- 1995
- 분야
- 인문학>언어학
- 소개
- 본 학회는 외국어 교육 분야 상호간의 연구 성과 교류를 통하여, 외국어 교육의 이론과 실제를 발전시키고, 회원 상호간의 친목을 도모함으로써 외국어 교육 분야간의 학문적 교류를 활성화하는 것을 그 설립 목적으로 한다. 그리고 더 나아가서는 국제 협력 차원에서 다양한 언어 및 문화의 이해를 증진시키는 동시에 언어 정책과 관련하여 국제 관계 개선을 위한 가교 역할을 담당하고자 한다.
간행물
-
- 간행물명
- 외국어교육 [Foreign Languages Education]
- 간기
- 계간
- pISSN
- 1226-4628
- eISSN
- 2384-1427
- 수록기간
- 1995~2026
- 등재여부
- KCI 등재
- 십진분류
- KDC 705 DDC 405
이 권호 내 다른 논문 / 외국어교육 제27권 제2호
피인용수 : 0건 (자료제공 : 네이버학술정보)
함께 이용한 논문 이 논문을 다운로드한 분들이 이용한 다른 논문입니다.
출처 : 네이버학술정보
0개의 논문이 장바구니에 담겼습니다.