Microteaching in Connection with Real Classroom Teaching under Reflection: Focused on Preservice Teachers in Korean EFL Context
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초록
This study aimed to explore preservice EFL teachers’ reflection on the microteaching task by comparing it with their reflection on teaching in the EFL classroom after a semester. This research examined major features the preservice EFL teachers focus on in their microteaching and changes in the areas of reflection after they experience classroom teaching during the teaching practicum. The study participants were 36 undergraduate students who enrolled on an English teaching methodology course at a university in Korea. The data collected from these preservice EFL teachers included reflective essays on their own microteaching and post-practicum reflective reports. The findings revealed that the most frequently commented areas regarding microteaching performance were nonverbal communication, language ability, and managing the learning environment whereas for lessons during the practicum classroom teaching, managing the learning environment, planning & timing, and effective teaching techniques were the main areas of their focus. The author proposes some suggestions for reflective practice in EFL teacher education.
Abstract
This study aimed to explore preservice EFL teachers’ reflection on the microteaching task by comparing it with their reflection on teaching in the EFL classroom after a semester. This research examined major features the preservice EFL teachers focus on in their microteaching and changes in the areas of reflection after they experience classroom teaching during the teaching practicum. The study participants were 36 undergraduate students who enrolled on an English teaching methodology course at a university in Korea. The data collected from these preservice EFL teachers included reflective essays on their own microteaching and post-practicum reflective reports. The findings revealed that the most frequently commented areas regarding microteaching performance were nonverbal communication, language ability, and managing the learning environment whereas for lessons during the practicum classroom teaching, managing the learning environment, planning & timing, and effective teaching techniques were the main areas of their focus. The author proposes some suggestions for reflective practice in EFL teacher education.
참고문헌 (20)
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