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extra_vars1 131-151
extra_vars2 English Language & Literature Teaching, Vol. 21, No. 1 Spring 2015
This case study explored the experiences of two Korean in-service English teachers in
an intensive English composition course at a graduate school. The course was designed
for the participants’ development both as learners and teachers of English writing.
What two secondary school English teachers brought to, developed in and obtained
from the 16 week long academic journey were examined, and the meanings of their
experience were interpreted from the perspective of teacher knowledge building
(Johnson, 2003, 2009; Kennedy, 1999). Data included two teachers’ weekly journal
entries, portfolios, and interviews along with their writing samples. Following the
principles of qualitative data analysis (Dörnyei, 2007), data were coded and categorized
until the core categories emerged. The findings showed that both teachers came to class
with the strong identity of learners of English writing. Influencing and being influenced
both by thier attitude toward the class and perception of their institutional context,
however, the two teachers’ learning was somewhat differently constructed and the
difference was explained in terms of knowledge building. The findings conceded the
substantial influence of personal and institutional context on English writing teacher’s
professional development. The findings were discussed along with the implications and
suggestions for writing teacher education programs and future research.

Journal

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