This case study examined 10 Korean English teachers who were involved in small group work (SGW) for the purpose of improving their own English language proficiency. Their beliefs about and practices of SGW were closely observed as they actually went through a SGW. A total of 10 teachers (three groups) teaching at elementary or middle schools participated in the SGWs for one year. In the SGWs they were supposed to meet once a week in groups, give a presentation in English on a selected topic, and discuss the topics presented. Throughout the research period, they were interviewed and surveyed periodically. The result of the study showed that teachers generally had positive beliefs about SGWs and were very willing to go on with it in the same way they used to or in a little modified way. Especially, the teachers revealed strong conviction that the most powerful aspect of SGW was that it kept them motivated to continue learning, which has rarely been the case when they tried to study individually.

This study explores whether journal writing and in-class discussion operate for developing reflective teachers and investigates main issues understood and enhanced by Korean EFL teachers through journal writing and in-class discussion. Seven participants in this study were all in-service English teachers as well as graduate students taking a course on ‘reflective teaching’ in a large university in Seoul. They were supposed to write journals on the web once a week and to read others’ journals for the following in-class discussion. Main issues enhanced by participants through journal writing and in-class discussion were as follows: Teachers’ beliefs about profession as English teachers in Korea; Teaching techniques to make students’ learning successful; Teachers’ perceived difficulties in current teaching. As to the feasibility of journal writing, most of the participants reported that journal writing had been a turning point to be a reflective teacher and in-class discussion made them find lots of useful teaching tips and solutions for the problems they had met. This study provides teacher trainers and teachers themselves useful insights to develop reflective teaching and to better understand the current issues of English teaching in Korea.

경 X선 형광분석 기법에 사용되는 X선 튜브는 X선의 휘도가 낮아 분석의 정밀도가 떨어지고 분석 시간 또한 오래 걸린다. 모세관 집광소자를 이용하면 X선 휘도의 이득(gain)을 최소 10 이상 얻을 수가 있다. 모세관 광학소자는 8.4keV의 텅스텐 특성방사선을 효율적으로 집광할 수 있도록 설계되었다. 파이렉스 유리로 된 모세관 모재를 풀러 (puller)를 이용하여 45 g의 추에 650˚의 온도를 가하여 모세관 광학소자를 제작하였다. 모세관 광학소자의 제작은 총 460분이 소요되었으며 제작된 모세관 광학소자의 길이는 87 mm, X선 입사부의 직경은 300 ㎛, 출구부의 직경은 192 ㎛로 제작되었다. 제작된 모세관 광학소자를 경 X선 형광분석에 적용하면 황(S)과 같은 경원소 검출의 정밀도를 높일 수 있을 것이다.