The impact of in-service teacher training : a case study of teachers' classroom practice and perception change
Sim, Ju Youn (2011) The impact of in-service teacher training : a case study of teachers' classroom practice and perception change. Other thesis, University of Warwick.
WRAP_THESIS_Sim_2011.pdf - Submitted Version
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Official URL: http://webcat.warwick.ac.uk/record=b2521742~S15
The central focus of this study concerns the impact in Korea of an in-service teacher
training (INSET) course on teachers’ classroom practice and their perception change. A
qualitative case study involving observation and interviews was carried out during a
period of six months before and after an INSET course. The three-week INSET course itself
was observed. This was followed by the observation of five consecutive English lessons
given by the two teachers. The teachers also took part in four semi-structured interviews.
While the observations shed light on how the teachers implemented what they had learnt
from the INSET into their teaching practice, the interviews explored a range of issues.
These included their general expectations and outcomes of the INSET course, their
perception changes and difficulties in putting new ideas into practice. Interviews also
explored their perceptions of longer-term outcomes.
The main finding in this study indicated that the two teachers faced some difficulties and
challenges in implementing new ideas or knowledge obtained from the INSET course into
their classroom practice, and did not do so to the same extent. The contextual differences
between the INSET and real practice, the content of the INSET, and lack of school support
were identified as constraining factors that limit implementation. The analysis also
showed that the teachers’ confidence and motivation resulting from the INSET led to their
better career prospects and affected their professional identity. Some important
implications from the study for language teacher training are discussed to highlight how
the potential impact of INSET could be optimised: (i) INSET should provide ongoing
support to promote developmental continuity after the course; (ii) INSET should consider
teaching contexts sensitively, especially large classes and limited materials; and (iii)
trainees continue their professional development under their own initiative even after
the INSET course.
|Item Type:||Thesis or Dissertation (Other)|
|Subjects:||L Education > LB Theory and practice of education > LB1501 Primary Education|
|Library of Congress Subject Headings (LCSH):||English teachers -- In-service training -- Korea -- Case studies, Primary school teachers -- In-service training -- Korea -- Case studies|
|Official Date:||May 2011|
|Institution:||University of Warwick|
|Theses Department:||Centre for Applied Linguistics|
|Supervisor(s)/Advisor:||Kennedy, Judith ; Ushioda, Ema ; Mann, Steve|
|Extent:||xii, 280, 27 leaves : ill.|
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