현장연구를 통한 초등영어 교사의 전문성 신장

Teachers’ professional development through action research: focused on their practical knowledge development

This paper is to investigate the effects of action research on primary school teachers. For the purpose, two English teachers were selected and encouraged to conduct an action research project, and its process was described by the qualitative method. The action research project was conducted using a dual frame: each teacher conducted her own project and its result was reviewed and discussed, and feedback on the result and solution were provided collaboratively. For action research, the Kemmis & McTaggart frame was used for 10 weeks: Problem identification, preliminary investigation, formulation of possible solutions, and data collection & evaluation. In each action research, different data collection methods were used such as group interviews, questionnaires, or video recording. In co-work sessions, various ideas were brainstormed and feasible solutions were exploited in cooperation with peer teachers. The collected data revealed that action research gave teachers chances to reflect on their classroom process, to better understand their students and learning process, and to deepen the teaching theories in the field by exploiting the applicability of theories they have learned. The data also showed that teachers’ teaching theories were internalized through action during the action research period. According to the results, ways to apply action research in teacher education system have been suggested.