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Pedagogical knowledge and needs for ...

Park, Jaehan.

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Pedagogical knowledge and needs for professional development and support for English-medium instruction of university professors in Korea.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Pedagogical knowledge and needs for professional development and support for English-medium instruction of university professors in Korea./
作者:	Park, Jaehan.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	256 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3689113
ISBN:	9781321681659

Pedagogical knowledge and needs for professional development and support for English-medium instruction of university professors in Korea.
Park, Jaehan.

Pedagogical knowledge and needs for professional development and support for English-medium instruction of university professors in Korea. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 256 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--Indiana University, 2015.

This dissertation study looks into pedagogical knowledge base of English-medium instruction (EMI) of Korean university professors who were mandated to teach their courses in English. Most research studies on EMI in Korea revolve around understanding perceptions and measuring student achievements in language development and content comprehension. Few have focused on pedagogical issues. Therefore, this classroom-based study fills the gap in the research literature by exploring professor's knowledge base of EMI in the Korean context.

ISBN: 9781321681659Subjects--Topical Terms:

516208
English as a second language.

Pedagogical knowledge and needs for professional development and support for English-medium instruction of university professors in Korea.
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245 1 0 $a Pedagogical knowledge and needs for professional development and support for English-medium instruction of university professors in Korea.
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500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Faridah Pawan.
502 $a Thesis (Ph.D.)--Indiana University, 2015.
520 $a This dissertation study looks into pedagogical knowledge base of English-medium instruction (EMI) of Korean university professors who were mandated to teach their courses in English. Most research studies on EMI in Korea revolve around understanding perceptions and measuring student achievements in language development and content comprehension. Few have focused on pedagogical issues. Therefore, this classroom-based study fills the gap in the research literature by exploring professor's knowledge base of EMI in the Korean context.
520 $a The theoretical framework employed for this study is the reconceptualized knowledge base of language teacher education (Freeman & Johnson, 1998). Based on research questions that seek to understand the participants' pedagogical knowledge of and needs for EMI, the researcher worked with six Korean professors and collected data through interviews, classroom observations, document analysis, and member checking. Data were analyzed based on the three domains of reconceptualized knowledge base and further thematic analysis was employed.
520 $a The research identified three categories of EMI instructional approaches: classroom language, facilitation of students learning in the classroom and outside the classroom. The findings suggest that the EMI professors were acting on their agency to negotiate university language policies to maximize students learning. The findings further shows how translanguaging was used as pedagogy of the professors who utilized multiple linguistic and non-linguistic resources to make meaning in the multilingual classrooms. The findings of this research was further compared with the 30 elements of the Sheltered Instruction Observation Protocol (SIOP) to suggest expansion of the SIOP that would be responsive to the particularities of Korean higher education contexts. Finally, the professors expressed their needs for professional development (PD) in pedagogy workshop, language training, and integrating language and content. In terms of policy support, they wanted universities to systematize PD for EMI professors, develop concrete guidelines for EMI, implement EMI gradually with appropriate support, and systematic collaboration among professors and departments.
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