세 초등영어교사의 실천적 지식 연구

The purpose of this study is to analyze and understand the elementary English teachers’ practical knowledge in their teaching activities. To achieve these goals, three different English classes were observed twice and the respective English teachers were interviewed later on. Furthermore, lesson plans and supplemental documents were also submitted. The Constant Comparative Method (CCM) was used by Nvivo 10 to explore the teachers’ practical knowledge. The following conclusions were made regarding the present study: Firstly, teachers have general practical knowledge through previous teaching experience. When they plan and choose activities, they consider which factors have the greatest impact on students. With that in mind, classes were conducted according to students’ level, interests, and students’ confidence. Second, all three teachers had a common interest in learning English. Such interest was exemplified as all three teachers pursued post-graduate degrees in English education and participated in English training programs for teachers which greatly influenced their practical knowledge formation. Thirdly, teachers had a preference in using the following five activities: joyful games and vocabulary-centered activity, songs and chants which positively motivated students, collaborative group activity, drama (mini-play) which can put students in communicative situations, and displaying realistic video clips.