Earticle

이 연구의 목적은 초등학교 교사들이 학생의 진로 발달을 전문적으로 지원할 수 있도록 학교현장에 서 내실 있는 진로교육을 운영하기 위한 초등교사의 진로교육 전문성 향상 연수 프로그램을 개발하는 데 있다. 이 연수 프로그램은 타당성 확보를 위해 현장 요구 분석, 프로그램 초안 개발, 전문가 타당화 의 3단계를 거쳐 개발되었다. 주요 연구 결과, 이 프로그램은 기초, 심화, 적용의 3단계 과정으로 설계 되었으며, 각 단계별로 적합한 목표와 대상을 제시하였다. 또한, 진로교육을 영역별 단계별로 구성하여 연속적인 과정 속에서 진로교육 전문성을 향상할 수 있도록 하였다. 진로교육 영역의 경우, ‘진로교육 기초’, ‘학교 진로교육과정 설계’, ‘진로 수업’, ‘진로교육 활동’, ‘평가 및 컨설팅’으로 구분하였다. 각 단 계에 따라 영역 내 교과목의 수준을 달리 구성하고 교육 내용에 적합한 교육 방식을 제안함으로써 교 육의 일관성, 연계성 및 실효성을 강화하였다. 이 연구는 기존 진로교육 연수 프로그램에서 상대적으로 간과된 영역을 포괄하고, 현장 중심의 요구를 체계적으로 반영하여 교사들이 진로교육 전반의 전문성 을 체계적으로 함양할 수 있도록 지원하는 기반을 마련했다는 점에서 의의가 있다. 이러한 연구 결과 를 바탕으로 이 연구에서 개발된 연수 프로그램의 운영 시 고려할 사항과 안정적이고 장기적인 안착을 위한 지원 방안을 제언하였다.

The purpose of this study is to develop an in-service training program aimed at enhancing the career education expertise of elementary school teachers, thereby enabling them to provide specialized support for students’ career development and to implement robust career education at the school level. To ensure the validity of the program, it was developed through a three-phase process that included field demand analysis, preliminary program design, and expert validation. The major findings indicate that the program is structured into three progressive stages—basic, advanced, and application—with each stage specifying appropriate objectives and target groups. Moreover, the program organizes career education into five areas—basic career education, school career curriculum design, career instruction, career education activities, and evaluation and consulting—and arranges them in distinct stages to continuously enhance expertise. By tailoring the level of subject content and proposing pedagogically suitable approaches for each stage within these domains, the program reinforces the consistency, coherence, and effectiveness of the education provided. This study is significant in that it encompasses previously underemphasized areas in existing career education training programs and systematically reflects field-based demands, thereby laying a foundation for teachers to methodically cultivate comprehensive career education professionalism. Based on these findings, the study also proposes operational considerations for the developed training program and suggests support measures to ensure its stable and long-term integration.

Recently, increasing demand for teacher professional development and significant advances in information and communication technologies has led to a proliferation of online professional development. In spite of online professional development's popularity and advantages, research indicates that there is a concern of considerably high dropout rates of online learners. Therefore, to reduce the dropout rates of the learners, this paper is designed to help teachers identify professional development opportunities that are tailored to their needs as well as successfully complete these learning experiences. To achieve the purpose of the study, the paper explores the considerations for evaluating the characteristics of online learners and online professional development. Using these evaluations, this paper provides practical strategies for helping elementary and secondary education teachers successfully complete online professional development without dropping out an online course.

The author analyses the challenging activities of Japanese libraries in this decade by launching two keywords; "product-sharing" and "outcome generation." "Product-sharing" means that libraries share knowledge, skills, and records which are produced as the result of the services or in the process of activities. And "outcome generation" means that libraries generate any efficiency or effectiveness through their services to users. Using these concepts, reported are the current situation and aspects of Japanese libraries which try to make various contributions to the society; research and learning of the people, and education and training for professional librarians, and so on. In the analysis, the author shows some examples of "product-sharing" at first, including the records of reference transaction and the multi-functioned online public access catalogue. Especially, focused is on the various possibility and adoptability of the Collaborative Reference Database System of the National Diet Library of Japan. This system is one of digital reference service in Japan, and the database of reference transaction records is expected to be useful for research and academic studyies as knowledge-base of professional librarians. And the system is also expected to be a platform for LIS education and professional development in the e-learning environment. Secondly, as the examples of "outcome generation", explained are the problem-solving-type activities, and provision of the collection about books on struggling against disease and illness. A few examples of outcome in the problem-solving-type activities are these; increase of sales in the services for shop managers, business persons, and entrepreneurs, contribution to affluent daily life by providing the local information services to residents and neighbourhoods, and etc. And for both the patients with serious cases and their family or those who nurse them, books about other persons' notes or memorandum are the greatest support, and sometime healing. The author discuss the 'raison d'etre' of these activities focusing on public libraries in Japan.

This study was conducted to develop an education program of hospice care for the professional in order to care for nurses for terminally ill patients facing death and their families. The Modified Tyler-Type Ends-Means model was used to guide the curriculum development of the study The curriculum include a philosophical conception of hospice education, fundamental concepts, purpose, objective and the educational contents. The content was developed based upon a 70% or more demand in educational demand analysis. The education program has a total of 360 hours consisting of 172 hours of theoretical study and 188 hours of practice including fundamental nursing care for hospice.

Purpose: This study aimed to develop a "Palliative Care Professional" education program and evaluate its effects on the recognition of good death, palliative care, and the meaning of life for nurses. Methods: It was developed based on the hospice care program for volunteers being used in the Hospice Palliative Care Research Center of S University in Seoul. It was also based on the studies which investigated the educational needs of nurses in palliative care. This program consisted of 5 sessions and 16 content items for 2 weeks. A non-equivalent control group non-synchronized design was utilized and participants were assigned to the experimental group (n=42) or the control group (n=44). Results: The recognition of a good death (F=11.44, p=.001), palliative care (F=4.15, p=.045), and the meaning of life (F=5.12, p=.026) increased more significantly for participants in the experimental group than in the control group. Participants felt that they gained further knowledge in palliative patient management and refined their clinical practice. Conclusion: The results of the study indicate that this program could serve as a practical program for palliative care nursing in the nursing field and suggests that more attention should be directed to the diverse educational needs of nurses.

Examining the experiences of seven preservice teachers enrolled in a materials development class, this qualitative case study aimed to explore the way their participation in the materials development process was connected not only to their increased knowledge of and skills in materials development but also to their self-perceived confidence as prospective teachers, contributing to their professional development. The data were collected from multiple reflection papers and were analyzed qualitatively. The findings demonstrated that the materials development class offered the preservice teachers an opportunity to gain insight into the importance of materials in language education and of teachers being knowledgeable and skilled in materials design and development. They also came to a new realization that teachers were active agents who could take initiatives in adapting and developing materials, rather than passive users following the prescribed textbooks. The materials development class further taught them the need to prioritize the goal of promoting successful language learning when developing materials and to take a critical approach in order to counteract any biased cultural representations and their negative consequences on students’ worldviews. Gaining confidence, the preservice teachers spoke highly of their experiential learning in the class as they thought the experience prepared them to become more competent teachers.

The present study explored the experiences of six elementary teachers as they had strived to develop expertise in teaching English since it was introduced as a regular subject in 1997. The focus was on what they have done for their professional development, what they perceive to have influenced on the acquisition of expertise, and how they reflect on their professional growth over time. Two rounds of life story interviews were conducted with each teacher, and they were all recorded on digital audiotape and transcribed verbatim. Interviews centered on uncovering teachers’professional histories, teacher education experiences, past and current work with children, conceptions of themselves as an English teacher, critical incidents in their teaching careers, and their future career plans. Five themes emerged from the content analysis of the interview data. They include teacher development as social development; the unique challenges of being and becoming an English teacher; learning for and from students; developmental concerns and needs in teachers’ career cycle; and the impact of policy changes on teachers. The study concludes with some implications for educating in-service teachers.

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.

Part-time faculty members provide an increasing amount of instruction in higher education institutions around the world. However, due to their marginal status, these teachers' professional development needs are often neglected. The current study attempts to find out how to better support part-time college English teachers in Taiwan. Using a questionnaire as the main instrument, the results show that these teachers yearn for more institutional support and professional development activities initiated by their departments. The author calls for more efforts to study and meet the professional development needs of part-time college English teachers.

Despite growing interest in teacher professional development (PD) research, few studies have investigated the factors influencing the participation of English as a foreign language (EFL) teachers in PD programs in disadvantaged contexts in Indonesia. This study applied a case study design to explore the factors affecting EFL teachers’ participation in PD programs in these contexts. The participants were 54 EFL teachers from 18 senior and 21 junior high schools in the disadvantaged regions in East Nusa Tenggara, Indonesia. An open-ended questionnaire and semi-structured interviews were employed to elicit teachers’ experiences and perceptions regarding the factors affecting their participation in PD programs. The thematic analysis was applied to identify, analyze, and report the emerging themes from the data. The results revealed that three key environmental factors: school support, relevant PD programs, and infrastructure and learning resources. Moreover, two personal factors were identified: teachers’ personal motivation and their professional status. These factors were found significantly influence EFL teachers’ participation in PD programs in Indonesian disadvantaged contexts. Furthermore, the results of this study proposed pedagogical implications for the design of PD programs and for future research about PD in disadvantaged contexts.

It has been argued that self-directed professional development is a necessary component of continuous, lifelong teacher learning. Research has predominantly focused on top-down, institution-mandated professional development, however, a paucity of data exists concerning self-directed teacher professional development. Therefore, the aim of this project was to explore the self-directed professional development that native English-speaking teachers (NESTs) in South Korea engaged in, as well as assess if these behaviors matched their stated beliefs about self-directed professional development. Employing a mixed-methods approach, data was collected from 56 teachers who completed online questionnaires, and 11 teachers who participated in follow-up interviews. Analysis revealed that in the 12 months prior to the study, only 35 teachers engaged in self-directed professional development. Findings indicated that the teachers who held education degrees and were interested in an EFL/ESL career were the most likely to engage in self-directed professional development. Of the participants that did not engage in self-directed professional development, the preeminent factors hindering involvement were a lack of ambition and/or ambivalence, lack of necessity, a shortage of career advancement prospects, and the COVID-19 pandemic. It could be concluded that most NESTs in the study did not engage in enough professional development to increase student learning outcomes.

This research explicates the impacts of the English as Foreign Language (EFL) Teacher Professional Development (TPD) program for fostering EFL teachers' technological, pedagogical, and content knowledge (TPACK) competence. The TPD program included the scaffolding framework, co-designing lessons, reviewing lessons with peers and researchers, and implementing TPACK in a real classroom. This case study examines data from EFL teachers' diaries and interviews to explore the impacts of TPACK-based TPD on EFL teachers' confidence and beliefs about technology integration. Two main findings indicate: (1) TPACK-based TPD program provided positive impacts on EFL teachers' confidence and beliefs; (2) most EFL teachers developed their confidence and beliefs about TPACK during the lesson enactment in the real classrooms mainly influenced by their personal, vicarious, social, and cultural experiences. This study provides implications for TPD programs, school stakeholders, and EFL teachers' community in developing EFL teachers' confidence and beliefs in teaching supported by the TPACK framework. Studi ini memaparkan dampak dari program pengembangan profesionalitas guru (TPD) bagi guru Bahasa Inggris untuk meningkatkan kompetensi pengetahuan teknologi, pedagogi, dan konten (TPACK) guru bahasa Inggris. Program ini meliputi kerangka kerja, peninjauan pelajaran bersama rekan dan peneliti, dan menerapkan kerangka TPACK di dalam kelas masing-masing guru. Studi kasus ini meneliti data dari harian/diari guru bahasa Inggris dan sesi wawancara untuk mengeksplorasi dampak program tersebut pada kepercayaan dan keyakinan guru dalam mengintegrasikan teknologi. Studi ini menemukan dua temuan utama, yaitu: (1) program TPD yang berbasis pada kerangka TPACK memberikan dampak positif terhadap kepercayaan dan keyakinan guru bahasa Inggris; (2) Kepercayaan dan keyakinan guru bahasa Inggris tentang TPACK meningkat selama penerapan kerangka tersebut di dalam kelas yang mana hal tersebut dipengaruhi oleh pengalaman pribadi, pengalaman berkolaborasi dengan rekan, dan pengalaman terkait sosial-budaya mereka. Studi ini menyarankan agar program-program TPD, pemangku sekolah, dan komunitas guru bahasa Inggris dapat meningkatkan kepercayaan dan keyakinan guru bahasa Inggris dalam mengajar berbasis kerangka TPACK.

This paper attempts to examine the current situation of college English teachers’ professional development in China and to offer some tentative suggestions for college English teachers to be better prepared for the changes and the challenges they encounter in their career. To these ends, a survey was carried out based on a professional development model by means of questionnaire, providing detailed information of college English teachers including their pre-service learning and preparation, working environment, professional development and perceptions of professional development. The results show that a large number of participants hadn’t had any practice teaching before they were employed as college English teachers and that more than half of them have never participated in any formal in-service professional programs related to English teaching. However, most teachers indicated that they had involved themselves in different types of informal professional development activities. On the whole their ways of professional learning are rather limited and not very effective. Besides, there is a lack of institutional support for college English teachers in their ongoing professional development. In view of these problems and obstacles, this paper reinforces the significance of teacher’s awareness of their own professional growth and suggests a variety of job-embedded collaborative learning activities for teachers. It also appeals for tangible support from university administrators.

본 연구의 목적은 미국 체육교사들의 전문성 개발을 위한 프로그램의 운영실태를 파악하고 교사의 교수 능력에 전문성 개발 프로그램이 미치는 영향에 대한 교사교육 연구자와 현직 교사들의 의견을 종합하는 데 있다. 이를 위해 미국과 유럽 내에서 출간된 교사 전문성 개발에 관한 연구논문과 문헌고찰 연구물들을 수집하고 이들의 결과물들을 비교 분석하여 현재 교사 전문성 개발을 위한 프로그램들이 안고 있는 문제점과 해결방안을 제시하였다. 체육교사의 전문성 개발에 관한 연구는 O’Sullivan 과 Deglau (2006)가 제시한 세 가지 패러다임; 1) 구조적 요소, 2) 교사들의 변화에 대한 관심과 기대, 3) 지속적인 전문성 개발 프로그램의 효과에 의해 진행되어져 왔다. 본 연구를 통해 고찰된 문헌들은 공통적으로 체육교사들의 근무환경과 학교문화 등의 구조적 요소가 교사들의 전문성 개발을 위한 의지와 태도에 큰 영향을 미쳐왔음을 나타내었다. 또한 교사들의 전문성 개발에 대한 개인적 믿음과 기대치에 의해 교사교육기관으로부터 제공되는 연수 프로그램의 효율성이 결정되며, 단발성의 연수보다는 장기간의 전문성 개발 프로그램이 전문성개발을 요구하는 체육교사들에게 의미 있는 기회를 부여한다는 사실도 강조하고 있다. 본 연구는 교사들에게 전문성개발 프로그램을 통해 제공되어졌던 다양한 체육관련 분야들 중 근래에 교사 교육자들에 의해 조명되고 있는 건강과 체력에 관련된 분야에 대한 전문성 교육에 대해 초점을 맞추었으며, 더욱 진일보된 체육교사 재교육 프로그램을 위한 제안들을 제시했다.