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Pedagogical knowledge and needs for professional development and support for English-medium instruction of university professors in Korea.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Pedagogical knowledge and needs for professional development and support for English-medium instruction of university professors in Korea./
Author:	Park, Jaehan.
Description:	1 online resource (256 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
Subject:	English as a second language. -
Online resource:	click for full text (PQDT)
ISBN:	9781321681659

Pedagogical knowledge and needs for professional development and support for English-medium instruction of university professors in Korea.
Park, Jaehan.

Pedagogical knowledge and needs for professional development and support for English-medium instruction of university professors in Korea. - 1 online resource (256 pages)

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--Indiana University, 2015.

Includes bibliographical references

This dissertation study looks into pedagogical knowledge base of English-medium instruction (EMI) of Korean university professors who were mandated to teach their courses in English. Most research studies on EMI in Korea revolve around understanding perceptions and measuring student achievements in language development and content comprehension. Few have focused on pedagogical issues. Therefore, this classroom-based study fills the gap in the research literature by exploring professor's knowledge base of EMI in the Korean context.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781321681659Subjects--Topical Terms:

1148422
English as a second language.
Index Terms--Genre/Form:

554714
Electronic books.

Pedagogical knowledge and needs for professional development and support for English-medium instruction of university professors in Korea.
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245 1 0 $a Pedagogical knowledge and needs for professional development and support for English-medium instruction of university professors in Korea.
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500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Faridah Pawan.
502 $a Thesis (Ph.D.)--Indiana University, 2015.
504 $a Includes bibliographical references
520 $a This dissertation study looks into pedagogical knowledge base of English-medium instruction (EMI) of Korean university professors who were mandated to teach their courses in English. Most research studies on EMI in Korea revolve around understanding perceptions and measuring student achievements in language development and content comprehension. Few have focused on pedagogical issues. Therefore, this classroom-based study fills the gap in the research literature by exploring professor's knowledge base of EMI in the Korean context.
520 $a The theoretical framework employed for this study is the reconceptualized knowledge base of language teacher education (Freeman & Johnson, 1998). Based on research questions that seek to understand the participants' pedagogical knowledge of and needs for EMI, the researcher worked with six Korean professors and collected data through interviews, classroom observations, document analysis, and member checking. Data were analyzed based on the three domains of reconceptualized knowledge base and further thematic analysis was employed.
520 $a The research identified three categories of EMI instructional approaches: classroom language, facilitation of students learning in the classroom and outside the classroom. The findings suggest that the EMI professors were acting on their agency to negotiate university language policies to maximize students learning. The findings further shows how translanguaging was used as pedagogy of the professors who utilized multiple linguistic and non-linguistic resources to make meaning in the multilingual classrooms. The findings of this research was further compared with the 30 elements of the Sheltered Instruction Observation Protocol (SIOP) to suggest expansion of the SIOP that would be responsive to the particularities of Korean higher education contexts. Finally, the professors expressed their needs for professional development (PD) in pedagogy workshop, language training, and integrating language and content. In terms of policy support, they wanted universities to systematize PD for EMI professors, develop concrete guidelines for EMI, implement EMI gradually with appropriate support, and systematic collaboration among professors and departments.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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650 4 $a Teacher education. $3 1148451
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710 2 $a Indiana University. $b School of Education. $3 1180104
773 0 $t Dissertation Abstracts International $g 76-09A(E).
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