Beyond Cognition to Commitment: English Language Teaching in South Korean Primary Schools

In order to understand teacher cognition—the thoughts, beliefs, and knowledge of language teachers—it is helpful to understand why people commit to language teaching in the first place. However, few studies of language teachers have directly examined the nature and development of commitment in langu...

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Vydáno v:	The Modern language journal (Boulder, Colo.) Ročník 99; číslo 3; s. 450 - 469
Hlavní autoři:	MOODIE, IAN, FERYOK, ANNE
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Malden Blackwell Publishing Ltd 01.09.2015 Wiley Subscription Services Wiley-Blackwell
Témata:	Beginning Teachers Classroom observation Classroom practice Classrooms Cognition Cognition & reasoning Cognitive development Commitment Competence Elementary education Elementary School Teachers Elementary schools English (Second Language) English as a second language English as a second language instruction English language English language learning English language teaching English proficiency experienced and novice teachers Faculty Development Foreign Countries Foreign language learning Foreign languages Intention Interviews Korean English language teachers Korean language Language acquisition Language attitudes Language instruction Language Proficiency language teacher cognition language teacher commitment Language Teachers Learning Negative experiences Observation Persistence Professional development Professional training Second Language Instruction Second Language Learning Second language teachers Second language writing South Korea Teacher Attitudes Teacher education Teachers Teaching South Korea
ISSN:	0026-7902, 1540-4781
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Popis
Shrnutí:	In order to understand teacher cognition—the thoughts, beliefs, and knowledge of language teachers—it is helpful to understand why people commit to language teaching in the first place. However, few studies of language teachers have directly examined the nature and development of commitment in language teachers, across their language learning, teacher education, and teaching experience within their context. This study aims to do just that. Four primary school teachers in South Korea participated—two experienced teachers and two novice teachers—who at the time of the study were teaching English as a foreign language. Data from reflective writing, interviews, and classroom observations from a wider 18-month study on language teacher cognition and development were iteratively analyzed for the aims of this study. The findings show that commitment transfers between language learning and teaching through both positive and negative experiences, involves multiple and evolving intentions and mindsets in language teaching, and occurs in action in particular contexts. The findings also show that the teachers' early commitment to language learning contributed to their commitment to act on improving their English proficiency and classroom practices through professional development. The study concludes with implications and research suggestions.
Bibliografie:	ArticleID:MODL12238 ark:/67375/WNG-XB2B1LGD-7 istex:AA26EF48369A6A82EB1EE08D4CD54F74829A7070 Correction added on 13 October 2015, after first online publication: Additional affiliation added for Ian Moodie. ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	0026-7902 1540-4781
DOI:	10.1111/modl.12238