Pre-service English teachers’ evaluations on microteaching as a reflective practice
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초록
This study investigated how the prospective English teachers evaluated the microteaching they practiced in a class called ‘Teaching Materials and Methods’ and also examined what needed to be improved for effective teaching and what were required for the good teaching from their perspectives. To answer to the research questions set up, 19 pre-service teachers who prepared for the secondary school English teachers’ recruitment test participated in this study. They were all juniors and took the course as required. They conducted microteaching based on the model lessons they planned in front of their peers. After the microteaching, data were collected by conducting a survey which included both closed question items and open-ended question items. For the closed items, a five-point Likert scale was utilized; as results, descriptive statistics were provided; whereas, open-ended items were analyzed by the content analysis, which is a widely used qualitative research technique. The themes of closed items were exactly the same as the main titles of survey; and the themes of open-ended items were emerged from content analysis: 1) elements to be improved and 2) requirements for the good teaching. Under the first category, two subcategories include: (1) general classroom management and (2) voice and body language. Under the second category, many other elements for the good teaching are comprised. Educational implications will be also suggested.
Abstract
This study investigated how the prospective English teachers evaluated the microteaching they practiced in a class called ‘Teaching Materials and Methods’ and also examined what needed to be improved for effective teaching and what were required for the good teaching from their perspectives. To answer to the research questions set up, 19 pre-service teachers who prepared for the secondary school English teachers’ recruitment test participated in this study. They were all juniors and took the course as required. They conducted microteaching based on the model lessons they planned in front of their peers. After the microteaching, data were collected by conducting a survey which included both closed question items and open-ended question items. For the closed items, a five-point Likert scale was utilized; as results, descriptive statistics were provided; whereas, open-ended items were analyzed by the content analysis, which is a widely used qualitative research technique. The themes of closed items were exactly the same as the main titles of survey; and the themes of open-ended items were emerged from content analysis: 1) elements to be improved and 2) requirements for the good teaching. Under the first category, two subcategories include: (1) general classroom management and (2) voice and body language. Under the second category, many other elements for the good teaching are comprised. Educational implications will be also suggested.
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