수업장학을 위한 통한 초등학교 영어 교사 및 장학자의 태도 및 인식 변화

While traditional supervision was evaluative, instructional supervision puts an emphasis on professional learning based on the different needs of teachers from the perspective of teachers' growth. The purpose of this study is to investigate what transpired among three supervisors and their teachers while they participated in the instructional supervision process, with a particular focus on the changes in their awareness and attitudes. For the study, three primary English teachers who would take on the supervisory roles were chosen, along with the teachers they selected to supervise. Data were collected from a variety of sources for establishing the study triangulation: video-recording, five kinds of observation schemes, selective dialogue verbatim of teachers and students and field notes. These multiple data sources were used to provide analytical reviews of the teachers' and supervisor's behaviors and awareness. The data revealed different aspects according to their roles: Firstly, the supervisors' awareness changed about the English classroom as well as about their supervisory roles. These changes caused them to reflect upon their own classrooms. Secondly, the supervisors had inetenal conflicts because of their status, and they had difficulties in negotiating with the teachers. For teachers, while their awareness about their teaching behaviors during the supervision changed, the degree of changes in attitude were different. On the basis of the results, some suggestions for conducting better instructional supervision in th future are provided.