Professional development in English-medium instruction: faculty attitudes in South Korea and Japan
Professional development in English-medium instruction: faculty attitudes in South Korea and Japan
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英语教学的专业发展：韩国和日本教师的态度
DOI：
10.1080/01434632.2022.2086559
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发表时间：
2022
影响因子：
2.3
通讯作者：
Brown Howard
中科院分区：
文献类型：
--
作者：
Bradford Annette;Park Seonmin;Brown Howard
支持英语教学（EMI）课堂教学的必要性日益得到认可，教师专业发展（PD）被认为是这种支持的重要因素。这项研究是Macaro等人（.“高等教育中的英语教学：教师对专业发展和认证的看法。International Journal of Applied Linguistics 30（1）：144-157），调查了韩国和日本的EMI课程教师对EMI相关PD和认证的经验和态度。调查结果（韩国n = 234，日本n = 92）表明，很少有教师的经验与职前PD，EMI相关的在职PD是罕见的，在韩国，但在日本的上升。PD和认证的态度不同的两个抽样人群之间的偏好，有迹象表明，教授的学科和语言背景可能会影响这一点。这突出了需要当地的，上下文适当的方法来支持教师在EMI方案。
The need to support those teaching in English-medium instruction (EMI) classrooms is becoming increasingly acknowledged, and faculty professional development (PD) is recognised as an important element of that support. This study, a replication and localisation of an international study by Macaro et al. (. “English Medium Instruction in Higher Education: Teacher Perspectives on Professional Development and Certification.”International Journal of Applied Linguistics30 (1): 144–157), investigates the experiences and attitudes of faculty members teaching in EMI programmes in South Korea and Japan towards EMI related PD and certification. Survey findings (South Korea n = 234, Japan n = 92) indicate that few faculty members have experience with pre-service PD, and that EMI-related in-service PD is rare in South Korea but on the rise in Japan. Preferences for PD and attitudes towards certification differed between the two populations sampled, and there are indications that the disciplinary and language backgrounds of the professors may influence this. This highlights the need for local, context-appropriate approaches to supporting faculty in EMI programmes.