사전활용 영어수업 실행연구를 통한 교사의 영어 읽기 지도 전문성 신장

A primary teacher's professional development through action research on teaching reading using English dictionaries

This study investigated how a primary teacher pursued her professional development through action research on teaching reading using English dictionaries. The action research was initiated with the aim of improving students' self-directed learning in English reading with the guidance on how to use English dictionaries. Data was gathered through questionnaire, interview, learners' diary, students' work, and teacher's diary on how the teacher pursued her professional development in improving students' self-directed learning. The analysis of the teacher's retrospective log shows how she learned to teach through self-reflection upon her practice. The triangulated analysis of the gathered data reveals that dictionaries were used to help students read English, get motivated, and become responsible for their own learning. Discussion is given about benefits the teacher and her students got through the action research on the topic under investigation, and areas to be improved to sustain and disseminate them. It is suggested that change can be more effectively made within a cooperative teacher development network.