Suggestions on Professional Development for EFL Language Teachers
Ju Seong Lee
Abstract
Recently, enormous effort and emphasis have been made regarding second language (L2) teacher education in Korea. As the living source of the target language, the in-service L2 English teachers are expected to play a vital role in creating a positive language learning environments (Lee, 2009). As the teacher is important, so is L2 teacher education. However, L2 teacher education in Korea has been neither effective nor practical for several reasons (Lee, 2009). This presentation examines what challenges in-service L2 teachers face in EFL (English as a Foreign Language) classroom contexts. It also explores the significance and purposes of professional development within the field of second language teacher education (SLTE). Suggestions for in-service L2 teachers to sustain professional development at personal and collaborative levels are made based on the researcher's own firsthand experience. This discussion may provide useful insights and implications for L2 teacher educators, L2 practicing teachers and pre-service L2 teacher education in the long run.
Bio-sketch
Lee Ju Seong is a head teacher of Dream School, Korea. He earned his MA in TESOL at Hankuk University of Foreign Studies (HUFS) and has taught English for 4 years. His research interests include English teacher professional development, teacher education, and learning strategies.
