본문 바로가기
KERD
논문KCI 등재

The Pedagogical Content Knowledge Development during Practicum: A Case Study of Preservice English Teachers in Korea

최수정
교과교육연구소 (Research Institute of Curriculum & Instruction)|2023.06|교과교육학연구 (Journal of Research in Curriculum Instruction)|제27권 제3호|pp. 275-286|DOI 10.24231/rici.2023.27.3.275

2

조회

0

다운로드

0

인용

0

참고문헌

키워드

Professional developmentPreservice teachersPracticumStudent teachingPedagogical content knowledge

초록

Examining the experiences of three preservice English teachers during their practicum, this qualitative case study aimed to shed light on how the practicum experience is closely connected to the development of the teachers’ pedagogical content knowledge (PCK), thereby promoting their professional development. Data were gathered from a pre-practicum essay, weekly web logs, reflection papers, interviews, and email correspondence, and analyzed qualitatively. The findings illustrate that the practicum provided a site for preservice teachers to engage in the recurring process of pedagogical reasoning, action, and reflection, through which they were afforded new learning opportunities, and were able to improve their pedagogical competence. Endeavoring to make their classes accessible to students, the preservice teachers not only incorporated numerous instructional strategies but also learned the importance of teachers’ pedagogical decision-making during teaching. The findings further demonstrate that teaching the same lesson consecutively in different classes was influential in assisting preservice teachers in the development of PCK. Coursework in the teacher education program, class observations at the school site, and feedback from a cooperating teacher were regarded as beneficial for preservice teachers’ learning to teach, while advancing their pedagogical knowledge. Educational implications for better preparing them for secondary school classrooms are suggested.

Abstract

Examining the experiences of three preservice English teachers during their practicum, this qualitative case study aimed to shed light on how the practicum experience is closely connected to the development of the teachers’ pedagogical content knowledge (PCK), thereby promoting their professional development. Data were gathered from a pre-practicum essay, weekly web logs, reflection papers, interviews, and email correspondence, and analyzed qualitatively. The findings illustrate that the practicum provided a site for preservice teachers to engage in the recurring process of pedagogical reasoning, action, and reflection, through which they were afforded new learning opportunities, and were able to improve their pedagogical competence. Endeavoring to make their classes accessible to students, the preservice teachers not only incorporated numerous instructional strategies but also learned the importance of teachers’ pedagogical decision-making during teaching. The findings further demonstrate that teaching the same lesson consecutively in different classes was influential in assisting preservice teachers in the development of PCK. Coursework in the teacher education program, class observations at the school site, and feedback from a cooperating teacher were regarded as beneficial for preservice teachers’ learning to teach, while advancing their pedagogical knowledge. Educational implications for better preparing them for secondary school classrooms are suggested.

참고문헌 (51)

  1. Abell, S., "Twenty years later: Does pedagogical content knowledge remain a useful idea?", International Journal of Science Education, 30(10), pp.1405~1416 (2008)
  2. 안경자, "영어교육에 게재된 영어 교사교육 관련 연구 분석", 영어교육, 70, pp.161~192 (2015), 한국영어교육학회[DOI]
  3. Andrews, S., "Metalinguistic awareness and teacher explanation", Language Awareness, 6(2-3), pp.147~161 (1997)
  4. Andrews, S., "Teacher language awareness and the professional knowledge base of the L2 teacher", Language Awareness, 12(2), pp.81~95 (2003)
  5. Bogdan, R. C., "Qualitative research for education: An introduction to theory and methods" (1998), Allen and Bacon
  6. Borg, S., "Teachers’ pedagogical systems and grammar teaching : A qualitative study", TESOL Quarterly, 32(1), pp.9~38 (1998)
  7. Borg, S., "Studying teacher cognition in second language grammar teaching", System, 27, pp.19~31 (1999)
  8. Borg, S., "Teacher cognition and language education:Research and practice" (2015), Bloomsbury Academic
  9. 장지연, "How to Improve a Teaching Practicum for Pre-Service Secondary School English Teachers: Suggestions From Apprentice Teachers", Studies in English Education, 23(3), pp.675~712 (2018), 글로벌영어교육학회[DOI]
  10. 장경숙, "중등 영어교사 양성 과정에 관한 연구", 영어교육연구, 20(2), pp.213~241 (2008), 팬코리아영어교육학회[DOI]
  11. 최수정, "Practical training experience beyond student teaching: Preservice teachers speak out", 영어교육연구, 28(1), pp.45~65 (2016), 팬코리아영어교육학회[DOI]
  12. 최수정, "Developing Preservice EFL Teachers’ Pedagogical Competence through Lesson Planning", 영어어문교육, 25(3), pp.1~20 (2019), 한국영어어문교육학회[DOI]
  13. Crookes, G., "The practicum in TESOL: Professional development through teaching practice" (2003), Cambridge University Press
  14. Faez, F., "TESOL teacher education : Novice teachers’ perceptions of their preparedness and efficacy in the classroom", TESOL Quarterly, 46(3), pp.450~471 (2012)
  15. Farrell, T. S. C., "Failing the practicum : Narrowing the gap between expectations and reality with reflective practice", TESOL Quarterly, 41(1), pp.193~201 (2007)
  16. Farrell, T. S. C., ""Here’s the book, go and teach the class" : EFL practicum support", RELC Journal, 39, pp.226~241 (2008)
  17. Freeman, D., "Teacher learning in language teaching" (1996), Cambridge University Press
  18. Gan, Z., "Understanding ESL student teachers’ learning of classroom practices in the practicum : A case study in Hong Kong", Asia-Pacific Education Research, 25(2), pp.251~266 (2016)
  19. Gebhard, J. G., "The Cambridge guide to second language teacher education", pp.250~258 (2009), Cambridge University Press
  20. Gess-Newsome, J., "Examining pedagogical content knowledge" (1999), Kluwer
  21. 허미경, "영어교육실습에 대한 교육실습생과 지도교사의 인식", 영어교육연구, 22(2), pp.343~366 (2010), 팬코리아영어교육학회[DOI]
  22. Irvine-Niakaris, C., "Reading comprehension in test preparation classes : An analysis of teachers’pedagogical content knowledge in TESOL", TESOL Quarterly, 49, pp.369~392 (2015)
  23. Johnson, K. E., "The Cambridge guide to second language teacher education", pp.20~29 (2009), Cambridge University Press
  24. Johnston, B., "In search of the knowledge base of language teaching : Explanations by experienced teachers", Canadian Modern Language Review, 56, pp.437~468 (2000)
  25. Karlsson, M., "Can micro-teaching, teacher feedback", feedforward and reflective writing enhance pre-service teachers’ pedagogical content knowledge of grammar in English as a second language?, 2020, pp.11(2), 145~156
  26. Kiely, R., "Furnished imagination : The impact of preservice teacher training on early career work in TESOL", TESOL Quarterly, 46(3), pp.496~518 (2012)
  27. 김남행, "Exploring the Effect of Field Training on Pre-Service Teachers' Beliefs Development", 응용언어학, 24(2), pp.47~76 (2008), 한국응용언어학회
  28. 김신혜, "Pre-service English Teachers' Reflection on the Practicum", Studies in English Education, 13(1), pp.175~203 (2008), 글로벌영어교육학회
  29. 김양희, "Pre-service teachers’ perspectives on teaching practice and TEE", 영어교육연구, 28(1), pp.79~99 (2016), 팬코리아영어교육학회[DOI]
  30. 김양희, "Teaching Practicum of Pre-Service Secondary English Teachers: Reflective Learning", 언어과학연구, (56), pp.1~28 (2011), 언어과학회
  31. Konig, J., "Teachers’ professional knowledge for teaching English as a foreign language : Assessing the outcomes of teacher education", Journal of Teacher Education, 67(4), pp.320~337 (2016)
  32. 이진화, "중학교 방과후학교 운영과 사범대 전공수업 연계를 통한 교육실습 강화 방안 탐색: 영어 교과를 중심으로", 영어교육연구, 26(1), pp.219~240 (2014), 팬코리아영어교육학회[DOI]
  33. 이소영, "Preservice EFL Teachers’ Perceptions of Their Student-teaching Experiences", 영어교육, 62(4), pp.355~371 (2007), 한국영어교육학회[DOI]
  34. 이성원, "교육실습 현황분석과 방안 제시", 영어교육연구, 20(4), pp.285~304 (2008), 팬코리아영어교육학회[DOI]
  35. 이성원, "Suggesting a Pre-service English Teacher Practicum Course to Improve Teacher Efficacy", 영어교육연구, 30(3), pp.77~98 (2018), 팬코리아영어교육학회[DOI]
  36. Li, S., "Understanding the development of Chinese EFL student-teachers’ pedagogical content knowledge", Frontiers in Psychology, 12(627728), pp.1~16 (2021)
  37. Loughran, J., "Exploring pedagogical content knowledge in science teacher education", International Journal of Science Education, 30(1), pp.1271~1279 (2008)
  38. Magnusson, S., "Examining pedagogical content knowledge", pp.95~132 (1999), Kluwer
  39. Merriam, S. B., "Qualitative research: A guide to design and implementation" (2009), Jossey-Bass
  40. 민찬규, "영어과 교사교육의 회고와 전망", 영어교육, 68(2), pp.153~177 (2013), 한국영어교육학회[DOI]
  41. Morton, T., "Personal practical knowledge and identity in lesson planning conferences on pre-service TESOL course", Language Teaching Research, 14, pp.297~317 (2010)
  42. Mullock, B., "The pedagogical knowledge base of four TESOL teachers", The Modern Language Journal, 90, pp.48~66 (2006)
  43. 백지원, "영어 예비교사 전문성 함양 및 신장: 실행공동체 관점", 중등영어교육, 8(3), pp.79~99 (2015), 한국중등영어교육학회
  44. Salajan, F. D., "Improving teacher candidates' lesson planning competencies through peer review in a Wiki environment", The Teacher Educator, 51(3), pp.185~210 (2016)
  45. Sanchez, H. S., "Insights into L2 teachers’pedagogical content knowledge : A cognitive perspective on their grammar explanations", System, 44, pp.45~53 (2014)
  46. Shulman, L. S., "Those who understand : Knowledge growth in teaching", Educational Researcher, 15(2), pp.4~14 (1986)
  47. Shulman, L. S., "Knowledge and teaching : Foundations of the new reform", Harvard Education Review, 57, pp.1~22 (1987)
  48. Woods, D., "Teacher cognition in language teaching:Beliefs, decision-making, and classroom practice" (1996), Cambridge University Press
  49. Wyatt, M., "Development in the practical knowledge of language teachers : A comparative study of three teachers designing and using communicative tasks on an in-service BA TESOL programme in the Middle East", Innovation in Language Learning and Teaching, 5(3), pp.233~252 (2011)
  50. Yazan, B., ""You learn best when you’re in there" : ESOL teacher learning in the practicum", CATESOL Journal, 27(2), pp.171~199 (2015)
  51. Zeichner, K., "Beyond traditional structures of student teaching", Teacher Education Quarterly, 29(2), pp.29~64 (2002)

관련 논문AI추천

Teaching Practicum of Pre-Service Secondary English Teachers: Reflective Learning김양희, 오명기언어과학회 · 언어과학연구2011 · 제56호Changes of Pre-service Teachers’ Beliefs on EFL Teaching and Learning김양희, Changjuan Wang팬코리아영어교육학회 · 영어교육연구2019 · 제31권 제3호예비영어교사의 교육실습과정이 교사로서의 자질 습득과 신념에 미치는 영향나경희대한영어영문학회 · 영어영문학연구2008 · 제50권 제1호중등 영어교사의 교과교육학지식(PCK) 인식과 실천에 대한 질적 연구 분석신동진, 이강호한국영어학학회 · 영어학연구2025 · 제31권 제2호A Case Study of Pre-service Secondary English Teachers’ Views on Teaching Practicum during the Pandemic성기완, 장소정외국어교육연구소 · 외국어교육연구2022 · 제36권 제3호Practical training experience beyond student teaching: Preservice teachers speak out최수정팬코리아영어교육학회 · 영어교육연구2016 · 제28권 제1호

이 간행물의 다른 논문 (2건)

중등 예비교사의 창의성에 영향을 주는 교직 적·인성 요인 분석: 주지교과와 기능교과를 중심으로박영주, 조미원pp. 287-297대한민국과 중국의 2022년 개정 중학교 수학과 교육과정 변화 양상 분석서보억pp. 298-313
원문 보기