초등 예비교사를 대상으로 한 과정 기반 영어 마이크로티칭 모형의 개발 및 적용

Abstract

This study aims to develop a model for process-based English microteaching (PEM) for pre-service primary English teachers. It also examines pre-service teachers’ experiences and perceptions of their microteaching and the microteaching model when this model was implemented in one of their teacher education courses. The participants were 21 pre-service primary teachers who were enrolled in an primary ELT methodology class taught by the researcher. Data collected include the participants’ personal reflections on microteaching and post-survey responses about the microteaching model as well as three lesson plan drafts from each pre-service teacher, video-recorded microteaching sessions, and feedback from peers and the instructor. The data were analyzed both qualitatively (content analysis) and quantitatively (frequency analysis) using a mixed research design. In order to improve the pre-service teachers’ competence in planning, teaching, and evaluating English lessons, PEM was developed based on pre-, while-, and post-microteaching stages. When PEM was implemented, the participants focused on planning and revising their lessons based on the presentation-practice-production model to achieve the lesson objectives, provide the pupils opportunities for real-life communication, and improve their level of interest and participation. Also, the participants wanted to use grammatical and more appropriate English expressions. Through self-reflection on their microteaching, they analyzed the strong and weak points of their own lessons and created plans to improve their English and teaching skills. While the participants perceived the PEM as useful for lesson planning and teaching, they wanted the format of the microteaching to be closer to that found in the Teacher Employment Test. Whereas the participants found the feedback from the peer, instructor, self-assessments helpful, they wanted more analytical feedback from more competent peer evaluators, more detailed and critical instructor feedback, and more open self-reflection opportunities. Based on these findings, suggestions to improve PEM for pre-service English teachers are made. Moreover, implications for teachers, teacher educators, and policy makers regarding increasing the English instructional skills of pre-service English teachers are discussed.