연구동향 분석

Self-Directed Learning: Exploring the Continuous Professional Development of Native English-Speaking Teachers in South Korea

Christopher Binnie Joshua Wedlock 2022년

논문상세정보
인용/피인용
' Self-Directed Learning: Exploring the Continuous Professional Development of Native English-Speaking Teachers in South Korea' 의 주제별 논문영향력
논문영향력 선정 방법
논문영향력 요약
주제
  • continuous professional development
  • efl
  • nests
  • south korea
  • teacher professional development
동일주제 총논문수 논문피인용 총횟수 주제별 논문영향력의 평균
1,440 0

0.0%

' Self-Directed Learning: Exploring the Continuous Professional Development of Native English-Speaking Teachers in South Korea' 의 참고문헌

  • ‘English fever’ in South Korea: its history and symptoms
    Park, J-K [2009]
  • ‘Developing Effective Teacher Talk’: A Critical Self-Examination of an ESP Course Designed for Korean In-Service Teachers
  • Will teacher learning advance school goals?
    King, M. B. [2000]
  • White native English speakers needed: The rhetorical construction of privilege in online teacher recruitment spaces
    Ruecker, T. [2015]
  • What makes professional development effective?
  • What do new views of knowledge and thinking have to say about research on teacher learning?
  • Understanding expertise in teaching: Case studies of second language teachers
    Tsui, A. B. [2003]
  • Transforming traditional teaching: a professional development program for the college EFL teachers
    Li, M. [2019]
  • The transformation of instruction: A critical analysis of trends in English education in 21st century Korea
    Hunt, J. G. [2017]
  • The role of accomplished teachers in professional learning communities: Uncovering practice and enabling leadership
  • The representation of professionalism in native English-speaking teachers’ recruitment policies : A comparative study of Hong Kong, Japan, Korea and Taiwan
    Wang, L. Y. [2013]
  • The new meaning of educational change
    Fullan , M. [2007]
  • The native speaker: Myth and reality Vol. 38
    Davies, A. [2003]
  • The native English-speaking teacher as an agent and a professional: A reflection on current research and paths forward
  • The impact of a professional development program on EFL teachers’ beliefs about corrective feedback
    Van Ha, X. [2021]
  • The five Ps of effective professional development for language teachers
  • The effects of professional development initiatives on EFL teachers’ degree of self-efficacy
  • The effects of a professional development program on English as a foreign language teachers’ efficacy and classroom practice
  • The district role in instructional improvement
  • The Impact of In-service Teacher Education on Language Teachers’ Beliefs
    Borg, S [2011]
  • Teaching English in a foreign country: Legitimate peripheral participation of a native English-speaking teacher
    Yim, S. -Y. [2018]
  • Teaching English in South Korea: Mobility norms and higher education outcomes in youth migration
  • Teachers’ professional development
    Richter, D. [2014]
  • Teachers’ cognitions regarding continuing professional development
    Wyatt, M. [2017]
  • Teachers exploring tasks in English language teaching
    Edwards, C. [2005]
  • Teachers driving their own professional development: Theory and practice
    Reed, M. [2021]
  • Teachers as self-directed learners
    Smith, K. [2017]
  • Teacher quality, professional learning and policy: Recognising, rewarding and developing teacher expertise
    Forde, C. [2019]
  • Teacher professionalism in local school contexts
  • Teacher professional development for improving quality of teaching
  • Teacher learning that supports student learning
  • Teacher education and professional development in TESOL
  • Teacher cognition and language education: Research and practice
    Borg, S. [2015]
  • Student perceptions of effective foreign language teachers: A quantitative investigation from a Korean university
  • Strong task-based instruction: Teachers’ perceptions and practices in a South Korean secondary school
    Binnie, C. [2018]
  • Statistical Power Analysis for the Behavioral Sciences
    Cohen , J [1988]
  • Selling English in South Korea: The marketing of English and uses of foreigners in the English as a foreign language industry
  • Second language teacher education: International perspectives
    Cormany, S. [2005]
  • Second language teacher education
  • Second language acquisition and task-based language teaching
    Long, M. [2015]
  • Sage handbook of mixed methods in social and behavioral research
  • Reviewing the evidence on how teacher professional development affects student achievement, issues and answers report
    Yoon, K. S. [2007]
  • Research and practice in English language teaching in Asia
    Wong, M. S. [2013]
  • Regarding uncertainty in teachers and teaching
    Helsing, D. [2007]
  • Reflective teaching in second language classrooms
  • Reflective practice in ESL teacher development groups: From practices to principles
  • Reflective language teaching: From research to practice
  • Professional learning in the learning profession
  • Professional development: Untangling the influence of work context on teacher learning
  • Professional development for language teachers: Strategies for teacher learning
  • Professional development and teacher learning : Mapping the terrain
    Borko , H. [2004]
  • Professional development
  • Problems in the assistant language teacher system and English activity at Japanese public elementary schools
    Ohtani, C. [2010]
  • Principles of instructed language learning
    Ellis, R. [2005]
  • Perspectives on language and globalization: An autoethnographic approach
    Erling, E. [2017]
  • Native-speakerism in Japan
    Geluso, J. [2013]
  • Native English-speaking teachers: Disconnections between theory, research, and practice
    Copland, F. [2019]
  • Native English Speakers’ Perceptions of Working at the Tertiary Level in Korea
    김미숙 [2017]
  • Moving beyond ‘just good teaching’: ESL professional development for all teachers
    He, Y. [2011]
  • Mindful L2 Teacher Education: A Sociocultural Perspective on Cultivating Teachers’ Professional Development
  • Linking practice and theory: The pedagogy of realistic teacher education
  • Learning from dilemmas: Teacher professional development through collaborative action and reflection
    Roblin, N. [2013]
  • Korean Job Board
  • Key issues in language teaching
  • International handbook on the continuing professional development of teachers
  • International handbook on the continuing professional development of teachers
    Bolam, R. [2004]
  • International handbook on the continuing professional development of teachers
    Day, C. [2004]
  • International handbook on the continuing professional development of teachers
    Grundy, S. [2004]
  • International handbook on the continuing professional development of teachers
    Muijs, D. [2004]
  • Informing and transforming language teacher education pedagogy
  • Improving impact studies of teachers ’ professional development : Toward better conceptualizations and measures
  • Implicit and informal professional development: What it ‘looks like’, how it occurs, and why we need to research it
    Evans, L. [2019]
  • Implementation of SMART Teaching 3.0: Mobile-Based Self-Directed EFL Teacher Professional Development
    이진화 [2016]
  • Impact of a professional development program on EFL teachers’ performance
  • Immigration/Stay Notice
  • How learning happens: Seminal works in educational psychology and what they mean in practice
  • Hiring native-speaking English teachers in East Asian countries
    Jeon, M. [2006]
  • Handbook of Research on Curriculum
  • Good teachers know where to scratch when learners feel itchy: Korean learners’ views of native-speaking teachers of English
    Han, S. A. [2005]
  • Globalization and native English speakers in English Programme in Korea (EPIK)
    Jeon, M. [2009]
  • From transmission to transformation: Teacher learning in English for speakers of other languages
    Kiely, R. [2010]
  • From Preparation to Practice : Designing a Continuum to Strengthen and Sustain Teaching
  • Factors influencing native English speaking teachers’ professional practice in South Korean primary schools
    Lee, K. H. [2018]
  • Factors Affecting Teachers’ Participation in Professional Learning Activities
    Kwakman, K. [2003]
  • Faces of English education
    Taylor, L. [2017]
  • Empowering Teachers through Core Reflection: A Case in Korea
    Judy Yin [2018]
  • Effective teacher professional development
  • Do South Korean adult learners like native English-speaking teachers more than Korean teachers of English?
    Han, S. A [2003]
  • Distinctive qualities of expert teachers
    Tsui, A. B. [2009]
  • Discriminating participants and non-participants in continuing professional education: The case of teachers
    Mok, Y. F. [1999]
  • Designing professional development that works
  • Constructing professional identities : Native Englishspeaking teachers in South Korea
  • Closing the knowledge gap on effective professional development
  • Chapter 6: Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development
  • Chapter 4 : Professional development as a policy pathway
  • Changing teachers , changing times : Teachers ' work and culture in the postmodern age
  • Bridging the gap between standards and achievement: The imperative for professional development in education
  • Beliefs, practices, and interactions of teachers in a Japanese high school department
    Sato, K. [2004]
  • Barriers to professionalism in the Native-speaking English teacher scheme in Hong Kong
  • A survey study of US EFL teachers in Korea
    Kim, Y. S. [2002]
  • A model of English teacher development in Asia based on surveys on teacher qualifications and education programs
    Choi, Y. H. [2007]
  • A comparative study of the EPIK program and the JET program
    Ahn, S. [1998]