Early Childhood Teacher Professional Development Using an Interdisciplinary Approach: Teaching English As a Foreign Language for Young Children in Korea
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Early Childhood Teacher Professional Development Using an Interdisciplinary Approach: Teaching English as a Foreign Language for Young Children in Korea A Dissertation The requirements for the degree of Doctor of Education (Ed.D.) Division of Teacher Education College of Education, Criminal Justice, and Human Services By Eunyoung Kim Chae University of Cincinnati April, 2014 Dissertation Committee _______________________________________________ _____________________________ Dr. Holly Johnson (chair) Date _______________________________________________ Dr. Gulbahar Beckett _______________________________________________ Dr. Hye Pae i ABSTRACT This study employed pragmatic parallel mixed methods to determine the impact of TPD on early childhood teachers’ pedagogical methodology and English acquisition by young children in South Korea. The data included observations from the TPD sessions and classrooms, interviews and lesson plans, as well as the pre- and post- test scores of the 42 participant children. The findings have provided valuable insights into (1) how the HIA TPD program could serve as a means of effective TPD, positive impact on the growth of teachers’ English instructional practice, and young children’s English learning, and (2) the benefits for children in the treatment group that was generally greater than the control group in the areas of VA, LS, and PA skills. Implications for further research on TPD and other supports for the integrated early childhood English education were discussed. ii Copyright by Eunyoung Kim Chae 2014 iii ACKNOWLEDGEMENTS Writing a dissertation can be a challenging, and lonely journey. First, I give Thanks to God for a long journey together. The encouragement, good will, and support of many people have enabled completion for this paper. Thank you! I gratefully acknowledge the outstanding support and guidance of my dissertation committee chair, Dr. Holly Johnson. I also thank and acknowledge the members of my committee, Dr. Gulbahar Beckett, and Dr. Hye Pae for their feedback, generosity in sharing resources, and suggestions for improvement. I appreciate for all of my dissertation committee members’ time and energy. In addition, I acknowledge and thank the participants (the Korean students, Principal Lee, and teachers) without whom this project would not have begun or have been completed. I specially would like to express sincere gratitude to Dr. Sandra Small, who alternately dragged and pushed me towards my goal. Without her tremendous support, advice, edit and encouragement, this paper would not have happened. I feel fortunate to have been graced with her presence. I also thank to my sincere friend, Pastor Myungsoon Jin, who has supported me with her continued prayer to complete my paper. Finally, I deeply thank my husband, Gyubeom, and my child, Jieun, who gave me the space and unwavering support to complete the job, and cheered me throughout the entire doctoral quest. My family made this possible, and I cannot say enough in thanks. iv TABLE OF CONTENTS Abstract ........................................................................................................................................... i Acknowledgements ......................................................................................................................... ii Table of Contents ............................................................................................................................ iii List of Tables ................................................................................................................................. v List of Figures ................................................................................................................................ v List of Appendix ............................................................................................................................. vi CHAPTER ONE: INTRODUCTION ............................................................................................. 1 Background ..................................................................................................................................... 1 Statement of Problem ...................................................................................................................... 3 Purpose of the Study ....................................................................................................................... 5 Research Questions ......................................................................................................................... 5 Definition of Key Terms ................................................................................................................. 6 Teacher Professional Development ................................................................................................ 7 Theoretical Framework ................................................................................................................... 8 Significance..................................................................................................................................... 10 CHAPTER TWO: LITERATURE REVIEW ................................................................................. 12 Introduction of the Current Early Childhood English Education ................................................... 12 Social, Personal, and Professional Developmen ............................................................................. 12 Holistic Interdisciplinary Approach ................................................................................................ 18 The Prepared Learning Environment in HIA.................................................................................. 20 The Importance of Phonological Awareness .................................................................................. 24 CHAPTER THREE: RESEARCH METHODOLOGY ................................................................. 28 Research Questions ......................................................................................................................... 28 Research Design.............................................................................................................................. 28 Rationale of Research Design ......................................................................................................... 29 Participants and Settings ................................................................................................................. 31 Main Categories of the HIA Teacher Professional Development .................................................. 32 Data Collection Procedure .............................................................................................................. 37 Instrumentation and Materials ........................................................................................................ 37 Independent and Dependent Variables ........................................................................................... 40 Collection of the Qualitative Data .................................................................................................. 40 Collection of the Quantitative Data ................................................................................................ 42 Reliability ........................................................................................................................................ 43 v Limitation ....................................................................................................................................... 43 CHAPTER FOUR: FINDINGS AND DATA ANALYSIS ........................................................... 45 Analysis and Results of the Qualitative Data ................................................................................. 45 Findings........................................................................................................................................... 46 Analysis and Results of the Quantitative Data ............................................................................... 54 CHAPTER FIVE: DISCUSSION, IMPLICATIONS, AND CONCLUSIONS ............................. 61 Discussion ....................................................................................................................................... 61 Answering the Study Questions ...................................................................................................... 62 Implication ...................................................................................................................................... 66 Closing Statement ........................................................................................................................... 68 REFERENCES ............................................................................................................................... 70 vi LIST OF TABLES Table 1: Instrument Blue Print ........................................................................................................ 38 Table 2: Summary of Qualitative Data Collected ........................................................................... 40 Table 3: Descriptive Statistics ........................................................................................................ 54 Table 4: Tests of Between-Subjects Effects for AD ....................................................................... 55 Table 5: Summary