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The effects of microteaching experience on student teachers’ secondary English class observation

전영주|장경석
팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2015.12|영어교육연구 (English Language Teaching)|제27권 제4호|pp. 1-21|DOI 10.17936/pkelt.2015.27.4.001

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참고문헌

키워드

reflectionmicroteachingclass observationpre-service teacher educationstudent teacher
주제분류영어와문학

초록

In the field of pre-service teacher education microteaching has been widely used to help studentteachers with instructional experiences with focus on teaching skills. Recent attention tomicroteaching to enhance student teachers’ awareness relates to emphasis on reflection inprofessional development. This study aims to investigate how prospective teachers’microteaching experience influenced their English class observation. The research wasconducted with a total of 35 student teachers attending the ELT department at a TeachersCollege. The data was gathered via class observation before and after microteaching experience,where the participants’ teaching was videotaped and reflected. The used observation schemeconsists of five areas including preparation, presentation, execution/methods, personalcharacteristics, and teacher-student interaction. The analysis of the observation data in each areareveals that there was statistically significant difference before and after microteaching. Theexecution/methods area shows more difference than any other area. The oral and writtenreflection data is analyzed to see how microteaching affected the subjects’ perception on theEnglish language teaching they observed. The study concludes with some suggestions forincorporating microteaching into a pre-service teacher education program to help studentteachers become reflective practitioner.

Abstract

In the field of pre-service teacher education microteaching has been widely used to help studentteachers with instructional experiences with focus on teaching skills. Recent attention tomicroteaching to enhance student teachers’ awareness relates to emphasis on reflection inprofessional development. This study aims to investigate how prospective teachers’microteaching experience influenced their English class observation. The research wasconducted with a total of 35 student teachers attending the ELT department at a TeachersCollege. The data was gathered via class observation before and after microteaching experience,where the participants’ teaching was videotaped and reflected. The used observation schemeconsists of five areas including preparation, presentation, execution/methods, personalcharacteristics, and teacher-student interaction. The analysis of the observation data in each areareveals that there was statistically significant difference before and after microteaching. Theexecution/methods area shows more difference than any other area. The oral and writtenreflection data is analyzed to see how microteaching affected the subjects’ perception on theEnglish language teaching they observed. The study concludes with some suggestions forincorporating microteaching into a pre-service teacher education program to help studentteachers become reflective practitioner.

참고문헌 (33)

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관련 논문AI추천

The Use of Microteaching in Prospective English Teacher Training백지원팬코리아영어교육학회 · 영어교육연구2009 · 제21권 제3호Pre-service English teachers’ evaluations on microteaching as a reflective practice김양희팬코리아영어교육학회 · 영어교육연구2018 · 제30권 제4호Microteaching in Connection with Real Classroom Teaching under Reflection: Focused on Preservice Teachers in Korean EFL Context임윤경대한영어영문학회 · 영어영문학연구2021 · 제47권 제2호마이크로티칭이 영어 수업수행능력에 미치는 영향에 대한 중등영어 예비교사의 인식 및 수업활동 분석최재호팬코리아영어교육학회 · 영어교육연구2019 · 제31권 제2호An Observational Case Study of Micro-teaching at a University in the UnitedStates박은수과학교육연구소 · 교사교육연구2018 · 제57권 제2호Pre-service Teachers’ Microteaching Experiences based on Self-evaluation and Peer Feedback김규미, 정영경팬코리아영어교육학회 · 영어교육연구2021 · 제33권 제4호

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