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Analysis of Classroom Dynamics in a Teaching Methods Course : = An ELF Teacher Educator's Beliefs and Instructional Decisions About Teaching English in South Korea.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Analysis of Classroom Dynamics in a Teaching Methods Course :/
Reminder of title:	An ELF Teacher Educator's Beliefs and Instructional Decisions About Teaching English in South Korea.
Author:	Ahn, Yoo Young.
Description:	1 online resource (237 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
Contained By:	Dissertations Abstracts International82-04A.
Subject:	Educational administration. -
Online resource:	click for full text (PQDT)
ISBN:	9798672176826

Analysis of Classroom Dynamics in a Teaching Methods Course : = An ELF Teacher Educator's Beliefs and Instructional Decisions About Teaching English in South Korea.
Ahn, Yoo Young.

Analysis of Classroom Dynamics in a Teaching Methods Course :An ELF Teacher Educator's Beliefs and Instructional Decisions About Teaching English in South Korea. - 1 online resource (237 pages)

Source: Dissertations Abstracts International, Volume: 82-04, Section: A.

Thesis (Ph.D.)--Indiana University, 2020.

Includes bibliographical references

Today, learning language for communication is a priority of language education. Accordingly, the curriculum for English education in Korea has promoted teaching for communicative competence and communicative teaching approaches since the 1990s. After two decades of Ministry of Education's investments in teacher training, materials development, and curriculum revisions, many teachers still find it difficult to employ communicative approaches. One of primary reasons that teachers give for this difficulty is inadequate training for communicative language teaching. In response to this issue, this case study explores one teacher educator's practices in an English teaching methods course in a teacher training program in South Korea, focusing on her beliefs about what prospective teachers should learn from the course and how the course prepared them to teach for communication as well as addressing the challenges of implementation reported in previous studies. Thematic analysis of the curriculum, classroom observations and semi-structured interviews revealed the presupposed agreement with teaching English for communication. Assuming a shared purpose with her students, the teacher educator's priority was on developing students' knowledge about English, English teaching, and language learning theories. This emphasis resulted in instruction that was more explanatory than participatory. Also, knowing the limitations of the introductory course, the teacher educator had the goal of developing teachers' analytic and critical perspectives for their continuous learning. Instead of labelling methods as good or bad, the teacher educator intended to prepare teachers to be theoretically and empirically informed so they could make decisions for their own students in their unique settings. These findings suggest three major assertions for teacher educators in South Korea. First, teacher educators should assist pre-service teachers to understand administrative expectations about the goals of English education. Second, to be prepared for knowledge-based decision making, pre-service teachers need opportunities to reflect on their beliefs about English teaching, to contextualize knowledge, and to develop analytic and critical attitudes. Third, teacher educators' practices in pursuing the goal of developing pre-service teachers' competency in using knowledge for teaching must be understood in the context of their programs and educational culture in South Korea.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798672176826Subjects--Topical Terms:

1148465
Educational administration.
Subjects--Index Terms:

Communicative language TeachingIndex Terms--Genre/Form:

554714
Electronic books.

Analysis of Classroom Dynamics in a Teaching Methods Course : = An ELF Teacher Educator's Beliefs and Instructional Decisions About Teaching English in South Korea.
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