Quality Professional Development Programs for Language Teachers: Korean Case Sunhee Choi, Ph.D JeonJu University, Korea

“Teachers are the key to any education reform” (UNESCO, 2006)

Importance of Languages in the 21 st Century Reform Efforts of APEC Economies for Quality Language Education Korea’s Reform Efforts for Quality Language Education Quality Professional Development Programs for Language Teachers Long-Term Intensive Training Programs Conclusions & Future Directions

Job Opportunity Higher Education & Information Diplomatic Discussion & Business Negotiation Multicultural Understanding Research Collaboration

Lower Starting Age of L2 Education Reduce Class Size Policy Adopt Communicative Method Provide Teacher Training Instruction Develop Proficiency Standards Develop Assessment Tools Assessment

Teacher Selection Pre-Service Teacher Training In-Service Teacher Training Instruction Curriculum Quality Language Education

Language Skills Content Knowledge Pedagogy

Goals –Improve teachers ’ language proficiency –Increase teachers ’ capability to conduct communication-oriented instruction –Promote teachers ’ multicultural understanding

Overall Plans –Every teacher will get a short-term training at least every 3 years in addition to other training –Starting from 2007, 1000 teachers per year will get 6 month-long intensive training until 2015 –Teachers will be provided with individualized training programs according to their needs and proficiency levels

Teacher-Initiated Training –During Breaks or After school –Teachers select topics & develop programs Short-Term Training –During Breaks or After School –Provided by Provincial or Local Districts Long-Term Intensive Training –6 month long –Provided by Select Universities or Organization

Intensive Teacher Training Retreat Type Training Online Training Commute Type Training Overseas Training

Started in – 300 elementary & secondary school teachers per year Teachers stay at dorms for 6 months Provide courses on language skills and pedagogy Include 5 week overseas field trip

Class Size 11 – 12 Teachers Promote Interaction Teaching English through English English Only Zone Use English Only during Training Curriculum Focus on Core Class Assess Performance

Survey was conducted in 2005 Total of 200 program graduates responded Survey Items –Program Satisfaction –Effects on Language Skills & Pedagogy –Application to Classroom Practice

Started in September 2007 Teachers are assigned to 5 different levels according to the results of the level test taken at the start of training Focus more on Language Proficiency Each course is facilitated by various information technology

Online Program – Sample 2

Online Program – Sample 3

Online Program – Sample 4

Course Satisfaction ApplicationManagement Satisfaction Participation

Long-term intensive training is effective, in particular for improving communication skills Program graduates feel more comfortable teaching English through English than before

Training programs should be more tailored to individual teachers according to their goals, experiences & learning styles Programs should include more practicum on using teaching models & techniques Teachers should be involved in designing & developing professional development programs Post-training support is much needed, especially for creating & maintaining teacher community