This study explores the ways in which sociocultural perspectives on English language education can contribute to teacher education the era of artificial intelligence (AI). Three key words that represent the relationship between sociocultural perspectives and English teacher education—context, interaction, and social practice—can each be linked to the key concepts of criticality, multimodality, and action research. Teachers of English need to be ready for the forthcoming changes in the AI era, for which they must be equipped with a critical ability to focus on issues and needs in the Korean context. This ability can be applied in teaching students various types of interactions, especially those involving the use of computers, and will create opportunities for teachers to conduct research of their own and cultivate a professional teacher identity. This study concludes by recommending substantial changes in the current pre-service and in-service English teacher education programs in accordance with these key concepts.

Abstract
1. 서론
2. 사회문화적 관점에서 본 영어 교사 교육
3. 인공지능 시대의 영어교사교육
    3.1 비판성(criticality): ‘한국적’ 영어 교육을 위한 필수 요소
    3.2. 다중 모드(multimodality): 다양한 형태로 된 상호 작용의 심층적 이해
    3.3. 실행 연구(action research): 연구하는 교사를 위한 실질적 방안
4. 변화를 위한 제안
참고문헌

• 이문우(Associate Professor, Department of English Education, Hanyang University) | Mun Woo Lee