교생실습이 초등영어 예비교사 교육에 미치는 영향에 관한 연구
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초록
This study investigates what student teachers experience through field-based practicum and how this has an effect upon their learning to teach English at the primary school. According to recent developments on the literature of second language teacher education, practicum plays a role to provide student teachers with a bridge to narrow the gap between theory and practice. Fifty student teachers took part in the questionnaire survey of practicum, and their pre- and post-classroom observations were compared to see differences before and after practicum. The analysis of the gathered responses reveals that there is a gap between their expectations of practicum and what they experienced at the school. It is also found that observation and supervision varied depending on the context where they had practicum. The comparison of their classroom observations before- and after-practicum shows significant differences in such instructional features as teachers, students and interaction. It is assumed that field-based practicum has an effect upon how student teachers observe English classes. It is also assumed that field experience plays a role in raising student teachers’ awareness of teaching through observation and supervision. Some suggestions are made for improving the current system of practicum in the English teacher training curriculum.
Abstract
This study investigates what student teachers experience through field-based practicum and how this has an effect upon their learning to teach English at the primary school. According to recent developments on the literature of second language teacher education, practicum plays a role to provide student teachers with a bridge to narrow the gap between theory and practice. Fifty student teachers took part in the questionnaire survey of practicum, and their pre- and post-classroom observations were compared to see differences before and after practicum. The analysis of the gathered responses reveals that there is a gap between their expectations of practicum and what they experienced at the school. It is also found that observation and supervision varied depending on the context where they had practicum. The comparison of their classroom observations before- and after-practicum shows significant differences in such instructional features as teachers, students and interaction. It is assumed that field-based practicum has an effect upon how student teachers observe English classes. It is also assumed that field experience plays a role in raising student teachers’ awareness of teaching through observation and supervision. Some suggestions are made for improving the current system of practicum in the English teacher training curriculum.
참고문헌 (29)
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