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The purpose of the study was to explore the role of journal as a way to encourage pre-service teachers to reflect on their own learning experiences and to determine the extent of reflection through journal writing. Journals were kept by pre-service English teachers during a teacher preparation course where the focus was on the understanding of second language acquisition. Sixteen participants were juniors in an undergraduate teacher development program in a university in Korea. The journal entries the trainees kept were analyzed through content analysis method in relation to the dual role as learners and prospective teachers. Within this research framework, it was found that the pre-service English teachers reflected internally on their English learning experiences and could connect the concepts and abstract ideas to their personal experience of learning English. Also, pre-service teachers were able to display their reflective capabilities through the exercise of journal writing in spite of their limited L2 writing skills. From the findings it is suggested that journals can be used as a valuable tool for the teachers-in-preparation, both in developing reflective teachers and in generating powerful insights which later would influence their own classroom behavior and motivation as a teacher.

Following the postmethod pedagogy, the spotlight has turned to language teachers, and how their beliefs, experiences, and knowledge have been valued, because it is the teacher who knows both her learners and her classroom contexts best, and can also fulfill the postmethod promises. However, how can the field of language teaching cultivate language teachers who can have their own contextualized praxis? As such, the present study aims at taking deeper steps into the critical teacher education territory. The present researchers firmly believe that critical language teacher education is increasingly important to the success of individual language teachers. Therefore, as a possible contribution to the field of TESOL, this study may provide some insights into the preparation of much-needed critical language teachers by providing them with various types of opportunities informed by a Freirean critical pedagogy perspective.

There has been an increasing demand for effective on-line English teacher education programs due to the advantages including cost efficiency and easy access. Despite the provision of a variety of on-line English teacher education programs, only a small number of studies on on-line in-service education program for English teachers have been carried out. This study aims to provide a basic model of on-line in-service English language teacher education based on the critical awareness. To do this, previous studies on on-line in-service English language teacher education in Korea and abroad were critically reviewed and key issues were derived. They are top-down approach to on-line teacher education curriculum development, unsustainability of teacher education, disconnection of teacher education to practice, insufficient establishment of community of practice, and deficiency of reflection on teaching practice. Three on-line English teacher education programs were selected and evaluated by using these key issues. It is suggested that bottom-up approach to curriculum development, establishment of community of practice for the sustainability of teacher education, and reflective learning for connecting teacher education to real classroom practice be included as key components for effective on-line teacher education.

‘국제중국어교육’은 모국어가 중국어가 아닌 외국인을 위한 중국어교육을 지칭한다. 국제중국어교육전공석사학위를 영문으로 “Master of Teaching Chinese to Speakers of OtherLanguages”라 하며 ‘MTCSOL’라고 약칭한다. 실천과 응용을 강조하는 전공으로서 커리큘럼 가운데 ‘학습관찰과 실천’이 있다. 이 과목은 학생들이 교육과학연구방법 중 가장 중요한하나인 학습관찰에 도움을 주는 것이다. 그 중 공개연구수업의 영상녹화, 공개교육연구수업,학습관찰 보고서의 작성은 학생들의 교육능력향상에 효과가 있다. 본 논문은 상하이외국어대학 중국어국제교육 전공의 63명 석사과정 학생들의 선택과목 학습관찰과 실천’ 과정을 다루고 있다. 공개교육 수업 참관 시 작성된 보고서에 대한 분석을 통해 석사과정 학생들의 학습 관찰 시 존재하는 문제점에 대하여 토론한다. 또한 석사생들의 학습관찰교육 가운데 나타나는 경향을 교육원칙에 근거해 평가한다. 마지막으로 중국어국제교육 전공 석사생의 양성 중 학습관찰능력을 어떻게 최대한 발휘할 것인지에 대하여 논하고 있다.

“Teaching Chinese to Speakers of Other Languages” refers to the teaching ofChinese to non-native speakers of Chinese in overseas countries. The Englishfor the master’s degree is "Master of Teaching Chinese to Speakers of OtherLanguages, or MTCSOL in short’’. This major emphasizes on the practice andapplication of teaching, and has, in its curriculums, an important practicecourse “Classroom Observation and Practice”, designed to help studentsunderstand the most important method in scientific research and study ofeducation- Classroom Observation, in which, to watch the teaching videos,observe the open model classes, and write classroom observation report areeffective methods to cultivate and improve the teaching capability of thestudents. This paper intends to discuss, through the analysis of the reports of theclassroom observation of the open model classes from the graduate students ofMTCSOL in their elective "Classroom Observation and Practice" course inShanghai International Studies University, the problems of the students intheir classroom observations, analyze the inclination of the students in theclassroom observation, and evaluate the inclinations based on the principles ofteaching, followed by some suggestions on how to give full play to the role ofclassroom observation in the training of masters of Teaching Chinese toSpeakers of Other Languages.

Blogs are among the most widely used Web 2.0 tools and have become a popular means of teacher development. This study, drawn from an activity theory approach, investigates how blogs serve as reflective and social tools mediating the development of two English teachers. Data are collected from the two teachers’ blogs, periodical online observation of the two teachers’ blogging, and interviews with the two teachers. The findings show that blogs are helpful in monitoring and reflecting the teachers’ instructional processes. Moreover, blogs enable teachers to communicate with others in the online community and find encouragement. The results of the study suggest that teacher training programs and school administrators should encourage both preservice and in-service teachers to establish their own blogs in order to function as a reflective tool and to expand their social network for professional development.

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.

The present study aims to design a web-based syllabus for teaching college English. The theoretical premises underlying the study are drawn from recent developments in relevant fields including web-based instruction, classroom observation and supervision, in-service teacher development, and program evaluation. The model is characterized by its learner-centeredness, teacher observation and supervision for professional development, and process-oriented program evaluation. Data for the program evaluation are gathered from various sources such as questionnaire responses, observation records, supervisory notes, teacher diary entries, and assessment. The information from the evaluation is then fed back to improve the course in a cyclical process. Through a small-scale application of the model some suggestions for its effective implementation are made in terms of institutional support, copyright, student autonomy, teacher roles, and e-learning course evaluation.

Purpose: The purpose of this study was to (1) add relevant contemporary items to develop an assessment instrument for the self-efficacy of clinical nursing teachers, to verify and evaluate the validity and reliability of the instrument, and (2) investigate the self-efficacy of clinical nursing teachers. Method: A cross-sectional study was designed. A total of 205 clinical nursing teachers were recruited in Taiwan. Data were collected using the Clinical Nursing Teacher Self-efficacy Scale. An exploratory factor analysis was performed to examine the scale. Results: The degree of self-efficacy of clinical nursing teachers was moderate to high. The 35-item scale showed great psychometric qualities. The Cronbach coefficient of the overall scale was 0.92; and 0.83, 0.91, 0.93, and 0.87 on the four subscales were acceptable. Four factors were extracted by exploratory factor analysis and explained 68.53% of the total variance. Four factors were (i) teachers' professional growth ability, (ii) teaching ability, (iii) clinical nursing competencies, and (iv) personality traits. The highest self-efficacy category evaluated by teachers was personality traits; the second was clinical nursing competencies; after that, teaching ability and teachers’ professional growth ability. The item with the lowest self-efficacy was foreign language ability (English). Conclusion: Clinical nursing teachers have a moderate to high degree of self-efficacy. This scale with good reliability and validity can be used for the training and evaluation of the self-efficacy of clinical nursing teachers.

본 연구는 9~47개월 영유아를 대상으로 자폐스펙트럼장애 위험군을 선별하기 위한 교사 보고용 설문 검사도구인 걸음마기 아동 행동 발달 선별 척도-교사용 설문지(BeDevel-Q/T: Behavior Development Screening for Toddlers-Questionnaire/Teacher)의 타당성을 검정하였다. 217명(일반발달군 179명, ASD군 32명, 발달지연군 6명) 대상으로 예비 조사를 실시하였다. 본 조사(총 1,936명, 이 중 일반발달군 1,833명, ASD군 62명, 발달지연군 41명)에서 예비 문항, M-CHAT, BITSEA의 자폐증 선별에 민감한 문항, K-DST의 사회성 영역을 측정하였다. 그 결과 9~11개월, 12~23개월, 24~35개월, 36~47개월로 구분되며, 월령별로 7~27개 문항으로 구성되고, 3개 하위요인이 도출되었다. BeDevel-Q/T와 M-CHAT, BITSEA의 자폐증 선별에 민감한 문항, K-DST의 사회성 영역과의 상관분석 및 일반발달 집단, ASD 집단, 발달지연 집단간 차이 분석을 활용하여 BeDevel- Q/T의 타당도를 검정하였고, 본 척도는 받아들일 만한 수준의 타당도를 보였다. BeDevel-Q/T는 민감도(50.0~85.0%), 특이도(59.6~84.8%), 문항 내적 일치도(Cronbach's α=.72~.76), 검사-재검사 신뢰도(R=.79~.94)에서도 높은 수준의 결과를 나타내었다. BeDevel-Q/T가 한국의 보육 및 교육환경에서 영유아기 ASD를 조기 선별하는 간편선별 도구로 유용하게 사용되기를 기대한다.

This study validified the Behavior Development Screening for Toddlers-Questionnaire/Teachers (BeDevel-Q/T), an autism spectrum disorder (ASD) screening instrument. This assessment serves the purpose of teacher reports for early screening of ASD on infants aged 9-47 months. Pilot tests were conducted on a total of 217 people(N=179 typical development, N=32 ASD, n=6+DD). A total of 1,936 participants were tested N = 1,833 typical development, N = 62 ASD, N = 41 developmentally delayed). The results showed a line between age ranges of 9-11 months, 12-23 months, 24-35 months and 36-47 months. Each age ranges consisted of 7-27 questionnaires and 3 subfactors. BeDevel-Q/T validity was tested by the general developmental criterion of BeDevel-Q/T, M-CHAT, Autism items from BITSEA and sociability items from K-DST. M-CHAT, Autism items from BITSEA and sociability items from K-DST were also employed and correlation analysis was performed and general differentiation factors between ASD, developmental delayed, and normal groups were also considered. Results showed a reasonable level of acceptability. BeDevel-Q/T showed high sensitivity (50.0-85.0%), specificity (59.60-84.8%), high internal consistency (Cronbach's α=0.72-76) as well as high test-retest reliability (r=0.79-94). Our results suggest that BeDevel-Q/T might work as a useful short form screener for early identi?cation of ASD in primary care settings.

In order to propose a model of English teacher development in Asia, this study has investigated qualifications of primary, secondary and tertiary English teachers (including required degrees and English ability) and pre- and in-service education programs in 16 Asian nations including Korea, China, Indonesia, and Israel. The results of the survey illustrate that most of the Asian regions have strict controls on qualifications of primary and secondary English teachers, but not on those of tertiary teachers. A few regions have specific English proficiency requirements and not many regions have a test for teacher certification. Pre- and inservice English teacher education programs also vary with nations and school levels, but they share similar foci on English proficiency and teaching skills. On the basis of these results, the study suggests five constituents of English teacher qualifications as standards with a variation on their weighting and expected levels across regions, school levels, and teaching experiences. Finally, it proposes a model of English teacher development in Asia for progressive professional development which integrates top-down and bottom-up approaches to teacher education. A renewal system of teachers’ license is also suggested.

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.

Motivated by the paradigm shift from top-down, institution-centered teacher training to bottom-up, learner-centered professional development in teacher education, this study involved the design and implementation of SMART Teaching 3.0, an online, open-learning course for EFL teacher professional development. This program was designed to be self-directed, motivating, applicable, rich, and technologysupported. It was further distributed to 149 English teachers for five months for testing. Data were collected from various sources such as website statistics, comments, weekly journals and interviews. Overall, the results confirmed the effectiveness of the five key features but to different degrees. The participants joined and participated in the program without any requirement or incentives. They perceived the needs-based content as being motivating, although they still wanted updates and an expansion of the content. Some of them applied what they learned in the program to their own classes. Finally, the mobilebased program enabled teachers to use the program without time and place constraints. However, the issue of the sustainability of self-directed learning was raised in the process of implementation. Several suggestions were made to solve the issue.

In many countries concerns have been raised about the proficiency levels of teachers of English and various proposals have been made to address them. This study explores one possible solution to this problem by integrating language skills development with an awareness of pedagogical approaches. The participants in this study, pre-service teachers who were preparing to teach in Singapore primary schools, attended a short intensive course that helped develop and support their own English language skills while modelling approaches they would be expected to use in their own classrooms. Data were collected using a pre-course survey, reflective tasks during and after the course, and a post-course task based on practical school experience. The findings demonstrate how the participants became more aware of their own language skills and noted improvements. At the same time experiencing and reflecting on the pedagogical approaches used in the course helped shape their perceptions and beliefs, and had potential and real impacts on their subsequent teaching. Clarke and Hollingsworth’s (2002) Interconnected Model of Teacher Professional Growth (IMTPG) was used to analyze the data and highlighted the individuality of the process of teacher professional growth, while at the same time revealing some common patterns.

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.