영어교육실습에 대한 교육실습생과 지도교사의 인식
Pre-service and supervising English teachers' perception of teaching practicum
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The teaching practicum is a key component of pre-service teacher development. The practicum serves as a critical venue for pre-service teachers to connect theory and practice. In spite of its importance, there have been a number of criticisms that teaching practicums have not been operated in an efficient and systematic manner. To address this issue, we conducted a questionnaire-survey study that examined how pre-service and supervising English teachers perceive the teaching practicum. There were two guiding questions: (1) In what ways do pre-service teachers perceive their own teaching practicum?; (2) In what ways do supervising teachers perceive the teaching practicum of pre-service teachers? The findings indicate that while both teacher trainees and their supervising teachers were generally satisfied with the trainees’ overall teaching practice, they had considerable disagreements on the roles of the supervising teachers. The supervising teachers felt that they provided their trainees with a considerable amount of autonomy and feedback, whereas the pre-service teachers expressed a need for more detailed, systematic feedback and guidance. Overall, both pre-service and supervising teachers called for a need for a systematic operation of the teaching practicum.
Abstract
The teaching practicum is a key component of pre-service teacher development. The practicum serves as a critical venue for pre-service teachers to connect theory and practice. In spite of its importance, there have been a number of criticisms that teaching practicums have not been operated in an efficient and systematic manner. To address this issue, we conducted a questionnaire-survey study that examined how pre-service and supervising English teachers perceive the teaching practicum. There were two guiding questions: (1) In what ways do pre-service teachers perceive their own teaching practicum?; (2) In what ways do supervising teachers perceive the teaching practicum of pre-service teachers? The findings indicate that while both teacher trainees and their supervising teachers were generally satisfied with the trainees’ overall teaching practice, they had considerable disagreements on the roles of the supervising teachers. The supervising teachers felt that they provided their trainees with a considerable amount of autonomy and feedback, whereas the pre-service teachers expressed a need for more detailed, systematic feedback and guidance. Overall, both pre-service and supervising teachers called for a need for a systematic operation of the teaching practicum.
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