사회문화적 관점에서 본 인공지능 시대의 영어 교사 교육 : 기술의 발전에 따른 교사 교육 변화의 필요성과 전망Educating English Teachers in the Era of Artificial Intelligence: Sociocultural Perspectives on the Necessity of and Prospects for Technology-Driven Change in Teacher Education
- Other Titles
- Educating English Teachers in the Era of Artificial Intelligence: Sociocultural Perspectives on the Necessity of and Prospects for Technology-Driven Change in Teacher Education
- Authors
- 이문우
- Issue Date
- Sep-2022
- Publisher
- 한국사회언어학회
- Keywords
- English teacher; teacher education; artificial intelligence; sociocultural perspectives; criticality; multimodality; action research
- Citation
- 사회언어학, v.30, no.3, pp.245 - 268
- Indexed
- KCI
- Journal Title
- 사회언어학
- Volume
- 30
- Number
- 3
- Start Page
- 245
- End Page
- 268
- URI
- https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/190472
- DOI
- 10.14353/sjk.2022.30.3.09
- ISSN
- 1226-4822
- Abstract
- This study explores the ways in which sociocultural perspectives on English language education can contribute to teacher education the era of artificial intelligence (AI). Three key words that represent the relationship between sociocultural perspectives and English teacher education—context, interaction, and social practice—can each be linked to the key concepts of criticality, multimodality, and action research. Teachers of English need to be ready for the forthcoming changes in the AI era, for which they must be equipped with a critical ability to focus on issues and needs in the Korean context. This ability can be applied in teaching students various types of interactions, especially those involving the use of computers, and will create opportunities for teachers to conduct research of their own and cultivate a professional teacher identity. This study concludes by recommending substantial changes in the current pre-service and in-service English teacher education programs in accordance with these key concepts.
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