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Analyzing KFL Experienced Teacher's Pedagogical Knowledge
Jung Dae Hyun
건국대학교
Korea Business Review 41No. pp.581-612 (2011)
Abstract
This study investigated pedagogical knowledge in Korean Foreign Language Context. The pedagogical knowledge is defined here as the teacher's accumulated knowledge about the teaching act that serves as the basis for student's classroom behaviour and activities. For the purpose of this study first, researcher recorded teaching class of the experienced teachers. Second, researcher interviewed experienced teachers seeing their lectures. Third, researcher transcribed every content in video tape. Forth, Analyzing transcription extracted teachers' pedagogical thoughts. At last based on teachers' pedagogical thoughts inferred pedagogical knowledge. Two sets of experienced teachers (N=6) uniformly reported 14 to 15 categories of pedagogical thoughts. Of these, 5 to 6 were reported more frequently than others. The lists of predominant categories for both sets are headed by thoughts concerned with handling language they produce (Language Management). Experienced teachers concerned with acceptable pedagogical choice(factoring in student’s contribution), want to determine teaching contents(determining teaching contents), tried to contact their learners to keep intimacy(building rapport), performed a variety of activates to facilitate their lesson(Facilitating lesson), monitored whether learner follow their teaching. These things were also among those that featured highly on both sets of teachers' predominance lists.
Keywords
경력교사교수 사고교수 사고 행위 범주교수 지식교수 지식 영역
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