내러티브탐구를 통한 영어과 교원의 전문가적 성장

English teachers‘ professional development through narrative inquiry

The purpose of this study is to explore issues of English teachers' professional development through narrative inquiry in Korea. Professional development has three characteristics: self-observation, self-reflection and reflective writing. The study suggests that narrative inquiry can help English teachers develop their own professionalism in reflective practice. Narrative inquiry is the process of gathering social, cultural and historical information through telling and re-telling in community. The study of narrative is the study of the ways humans experience the world. Through telling-retelling of narrative inquiry, English teachers reflect on their teaching and students and could see their professional identities. Reflections on teaching lead to professional development of teachers and it is by narrative inquiry to be able to explore the educational experience. Narrative inquiry has been considered as an alternative mode of thinking and learning, which is an exploratory way of understanding teachers's told stories and deeper stories they are often unaware of. In EFL classrooms, narrative inquiry offers the possibility of promoting English teachers's professional in new ways.