상호협력적 교수 전문성 개발 모임이 교수 자아정체성과 커리큘럼 운영에 미치는 영향

The effect of collaborative teacher development meeting on constructing teacher identity and developing a college English curriculum

The current study examines the impact of collaborative teacher development meeting on the nonnative-teachers’ identity change and the success of college English education programs. The participants of this study were 13 Korean, who speak Korean as their native language and possess diverse academic backgrounds. Participation notes, individual interviews, and post surveys were used for qualitative data collection. At the collaborative teacher development meeting, instructor participants (1) were encouraged to talk about their own concerns and class dynamics in Teaching English through English(TEE), (2) exchanged their teaching practices and changes about the actual implementation. Findings portray that college instructors believed the meeting played a positive role in (1) enhancing non-native teacher identity and (2) settling down the new program efficiently. This study suggests that collaborative teacher development meetings for college English educators provides a rich foundation for the overall quality of college English education.