Detail Exploring Professional Development of English Teachers on Writing and Its Instruction   Oleh:  Kim, Eun-Ju Jenis: Article from Proceeding Dalam koleksi: The 61st TEFLIN International Conference : English Language Curriculum Development: Implications for Innovations in Language Policy and Planning, Pedagogical Practices, and Teacher Professional Development, Solo, 7 - 9 October 2014, page 1374-1376 . Fulltext: EXPLORING PROFESSIONAL DEVELOPMENT.pdf (8.1MB) Isi artikel The integration of writing instruction into Korean secondary school English classes has been an issue with the increasing educational and social interests in nurturing competent English users. Korean English teachers at schools, however, admit that they are hardly ready to adopt writing to their class, mainly due to their low writing skill and lack of instructional ability (Shim, 2009). As a way to facilitate the professional development of English teachers on writing and writing instruction, the researcher conducted an action research (Burns, 2010). The research consisted of a course development, a semester-long implementation, and course participants’ experience. Based on the results of a needs analysis, the researcher designed a course which intended to improve the participants’ English writing skills as well as their knowledge of approaches and techniques of writing instruction. In order to explore the participants’ experiences, their reflective writings, portfolios, and interviews were collected. The qualitative data analysis (Bogdan & Biklen, 2007) revealed that pre-service teachers and in-service teachers experienced the course somewhat differently in several aspects. Even among in-service teachers, different experiences were reported. Furthermore to a detailed presentation of the findings, both implications of the findings and suggestions for future research will be made. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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