ABSTRACT

In order to comprehend the attributes of expert teachers, the current study investigated professional identity (PI) and related metacognitive thinking procedures of experienced Korean teachers of English through a questionnaire survey and interviews. The teachers’ PIs contained pedagogic meanings that highly regarded teachers’ having language knowledge and skills, realising learner-centred practices, teaching communication skills for practicality, and developing professionalism. They relatively less valued practising teacher-led, test-preparation lessons but also using challenging tasks and creative materials and combining content, materials, and activities, which reflects their unestablished meanings of learner-centredness. Some of the interviewed teachers revealed their active performance of metacognitive monitoring and regulations of different meanings (cognitions), emotions, and actions over their pedagogical problem-solving processes for overcoming teacher-led, test-preparation lessons. Thus, experimenting with negotiated pedagogies and modifying their pedagogic meanings by learning from this, they tried to balance identity-congruent actions and verification, and reshaped their PI and related metacognitive thinking procedures; others’ pedagogic experimentations and related experiences were rejected by contextual rigidities. Comprehension of the PI and related metacognitive thinking procedures of experienced teachers provided several implications for teacher education.

摘要

为了理解专家教师的属性，本研究通过问卷调查和访谈调查了有经验的韩国英语教师的专业身份（PI）和相关元认知思维过程。教师绩效指标包含高度重视教师具备语言知识和技能、实现以学习者为中心的实践、传授实用的交际技巧、培养专业精神的教学意义。他们相对不那么重视实践教师主导的考试准备课程，但也使用具有挑战性的任务和创造性的材料，并将内容、材料和活动结合起来，这反映了他们以学习者为中心的未确立的含义。一些受访教师透露，他们在克服教师主导的备考课程的教学问题解决过程中，积极表现出元认知监控和对不同意义（认知）、情绪和行为的调节。因此，他们尝试协商教学法并从中学习修改其教学法含义，试图平衡身份一致行动和验证，并重塑他们的 PI 和相关元认知思维程序；其他人的教学实验和相关经验因语境僵化而被拒绝。对有经验的教师的 PI 和相关元认知思维程序的理解为教师教育提供了若干启示。以及针对他们的教学问题解决过程采取的行动，以克服教师主导的考试准备课程。因此，他们尝试协商教学法并从中学习修改其教学法含义，试图平衡身份一致行动和验证，并重塑他们的 PI 和相关元认知思维程序；其他人的教学实验和相关经验因语境僵化而被拒绝。对有经验的教师的 PI 和相关元认知思维程序的理解为教师教育提供了若干启示。以及针对他们的教学问题解决过程采取的行动，以克服教师主导的考试准备课程。因此，他们尝试协商教学法并从中学习修改其教学法含义，试图平衡身份一致行动和验证，并重塑他们的 PI 和相关元认知思维程序；其他人的教学实验和相关经验因语境僵化而被拒绝。对有经验的教师的 PI 和相关元认知思维程序的理解为教师教育提供了若干启示。并重塑了他们的 PI 和相关的元认知思维程序；其他人的教学实验和相关经验因语境僵化而被拒绝。对有经验的教师的 PI 和相关元认知思维程序的理解为教师教育提供了若干启示。并重塑了他们的 PI 和相关的元认知思维程序；其他人的教学实验和相关经验因语境僵化而被拒绝。对有经验的教师的 PI 和相关元认知思维程序的理解为教师教育提供了若干启示。