초등 예비교사의 영어수업보조교사제를 통한 수업컨설팅 및 교육실습 강화 방안
Ways of enhancement of teaching practice and instructional consulting in English Teaching Assistant system for pre-service teachers at elementary schools
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The purpose of this study is to investigate the in- and pre-service teachers’perceptions of English Teaching Assistant system that was introduced to enhance teaching practice of and instructional consulting for student teachers at elementary schools. This study uses a survey questionnaire and teaching journals to examine both in- and pre-service elementary school teachers' perceptions. Survey data and teaching journals were collected from 20 elementary teachers and 37 pre-service elementary English teachers who participated in the English Teaching Assistant system for a semester. The research data presents that both in- and pre-service teachers think the program positively effects pre-service teachers’ acquisition of teaching methods and understanding of elementary English education, and elementary school students’ English level. The results also show both in- and preservice elementary school teachers answered positively to questions on the introduction of this system. Moreover, the findings indicate that more time for teaching practice and for pre-discussion between in- and pre-service teachers on their job would be preferred by both kinds of teachers. In-service teachers suggest that the program should be strengthened to give the participants some additional points towards their course evaluation at their university or to adopt the program as a required course of the curriculum.
Abstract
The purpose of this study is to investigate the in- and pre-service teachers’perceptions of English Teaching Assistant system that was introduced to enhance teaching practice of and instructional consulting for student teachers at elementary schools. This study uses a survey questionnaire and teaching journals to examine both in- and pre-service elementary school teachers' perceptions. Survey data and teaching journals were collected from 20 elementary teachers and 37 pre-service elementary English teachers who participated in the English Teaching Assistant system for a semester. The research data presents that both in- and pre-service teachers think the program positively effects pre-service teachers’ acquisition of teaching methods and understanding of elementary English education, and elementary school students’ English level. The results also show both in- and preservice elementary school teachers answered positively to questions on the introduction of this system. Moreover, the findings indicate that more time for teaching practice and for pre-discussion between in- and pre-service teachers on their job would be preferred by both kinds of teachers. In-service teachers suggest that the program should be strengthened to give the participants some additional points towards their course evaluation at their university or to adopt the program as a required course of the curriculum.
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