The research discussed in this paper was conducted to evaluate an intensive English teacher training program (IETTP) and to consider implications for in-service English teacher education. Data was gathered from a variety of sources including trainees’ self-evaluation of their teaching and English language proficiency, feedback on sessions of the program, interviews, and documents. The analysis of the gathered data revealed that the trainees perceived their teaching improved. The comparison of the pre- and post-tests of language skills showed that the level of the trainees’ English language significantly improved. The trainees’ feedback on the program and the trainers revealed that they were satisfied with the course components, and with the trainers’ enthusiasm, materials, motivation and demonstrations. It was also found that the program management was process-focused; the evaluation was conducted on a regular basis and the results were fed back into the program. The findings of the program evaluation supported the conclusion that the trainees benefitted from the programs and that the goals of the training program were achieved at a satisfactory level in most areas. The findings provide guidelines for the further development of IETTPs, and implications for policy-making on English teacher education.

The purpose of the present study is to compare the use of discourse markers by pre-service training students and in-service training teachers in middle school contexts. For this purpose, 20 participants in each of the pre-service (PS) and in-service (IS) teacher groups were selected and their teaching was videotaped. Then, the data was transcribed with a focus on the use of discourse markers. The results of the study demonstrated that there was no significant difference in the use of macro-markers between the two groups. However, it is interesting that student teachers in the PS group used various expressions for elaboration a little more frequently than the IS group. In addition, significant differences were found in the use of micro-markers between the two groups in terms of segmentation and temporal markers. On the basis of the results, some pedagogical implications on the teaching of listening and teacher training are suggested.

본 연구는 초등교사 직무연수 성과를 분석하고, 이를 통해 초등교사 전문성 향상을 꾀하는 직무 연수 프로그램 설계 방향을 제시하는 것을 목적으로 한다. 이를 위해 2017년 강원도 초등교사가 이수한 직무연수 자료를 전수조사하여 내용분석하였다. 그 결과, 초등교사 직무연수 유형은 [교직 발달과 전문성], [아동이해], [교사이해], [교육과정과 수업], [교사직무], [변화대응]의 6가지 대분류 항목, 그리고 하위 영역으로서 18개 중분류, 85개 소분류 항목이 도출되었다. 또, 해당 결과에 대한 교차분석과 빈도분석을 통해 초등교사 교직경력에 따른 각 관심 영역 간 차이를 분석하였다. 이러 한 결과에 근거한 초등교사 직무연수 설계 방향은 다음과 같다. 첫째, 직무연수의 목적: 초등교사 전문성 향상, 둘째, 직무연수 내용 구성: 학급담임으로서 역량 강화, 셋째, 직무연수 적용 기준(방법): 의무성과 자율성의 균형이다. 지금까지 논의는 초등교직이 입직 이후 더는 추가 교육이 필요 하지 않은 완성형 직업이기보다, 지속적인 현직교육을 통해 끊임없이 전문성을 추구해야 하는 전문직임 보여준다.