Pre-service teachers’ perspectives on teaching practice and TEE
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This study examined how the pre-service teachers evaluated their own teaching practice withregard to lesson planning and organization, communicative competence, interaction with thestudents, and teaching contents, and also investigated perspectives on teaching practice and TEE. 118 pre-service teachers who took a course “Elementary English Education Curriculum” in2014 participated in this study. These pre-service teachers, who were juniors, but had diversemajors, practiced teaching while taking this course and also had field experiences. After theseteaching experiences, the data were collected by conducting a survey which included bothclosed (24 questions) and open-ended questions (5 questions). With the closed-ended items, afive-point Likert scale was used, whereas the open-ended items were assessed by contentanalysis, which allows researchers to sift through large amount of data with relative ease in asystematic way. The themes from the closed items include: 1) planning and organization; 2)communicative competence; 3) interaction with students; and 4) teaching contents. The themesthat emerged from the open-ended items are as follows: 1) perceptions on TEE; 2) difficulties inteaching practice; and 3) learning experiences of teaching practices. Discussion from thesefindings is provided.
Abstract
This study examined how the pre-service teachers evaluated their own teaching practice withregard to lesson planning and organization, communicative competence, interaction with thestudents, and teaching contents, and also investigated perspectives on teaching practice and TEE. 118 pre-service teachers who took a course “Elementary English Education Curriculum” in2014 participated in this study. These pre-service teachers, who were juniors, but had diversemajors, practiced teaching while taking this course and also had field experiences. After theseteaching experiences, the data were collected by conducting a survey which included bothclosed (24 questions) and open-ended questions (5 questions). With the closed-ended items, afive-point Likert scale was used, whereas the open-ended items were assessed by contentanalysis, which allows researchers to sift through large amount of data with relative ease in asystematic way. The themes from the closed items include: 1) planning and organization; 2)communicative competence; 3) interaction with students; and 4) teaching contents. The themesthat emerged from the open-ended items are as follows: 1) perceptions on TEE; 2) difficulties inteaching practice; and 3) learning experiences of teaching practices. Discussion from thesefindings is provided.
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