일대일 컨설팅이 중등예비영어교사의 교실담화능력에 미치는 영향
The Effects of One-on-One Consultations on Pre-service Secondary English Teachers' Classroom Discourse Skills
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This study aims to examine the effects of one-on-one consultations on pre-service English teachers' teacher talk techniques for classroom interaction, using quantitative and qualitative approaches. 25 undergraduate level pre-service teachers for secondary schools participated in this study. They received one-on-one consultations on their micro-teaching practices and transcribed their whole teacher talk. The transcripts were evaluated, based on modified Walsh's(2011) Self-Evaluation of Teacher Talk. For quantitative data, MANOVA(multivaritae analysis of variance) were performed in order to compare the first and the second teacher talk. For qualitative data, the focus group interview were conducted on the voluntary basis. MANOVA results showed that there were statistical differences in scaffolded initiation and giving affective feedback. The pre-service teachers perceived that their teacher talk changed towards more classroom interaction after one-on-one consultations. The findings provide pedagogical implications for improving pre-service EFL teachers' teacher talk.
Abstract
This study aims to examine the effects of one-on-one consultations on pre-service English teachers' teacher talk techniques for classroom interaction, using quantitative and qualitative approaches. 25 undergraduate level pre-service teachers for secondary schools participated in this study. They received one-on-one consultations on their micro-teaching practices and transcribed their whole teacher talk. The transcripts were evaluated, based on modified Walsh's(2011) Self-Evaluation of Teacher Talk. For quantitative data, MANOVA(multivaritae analysis of variance) were performed in order to compare the first and the second teacher talk. For qualitative data, the focus group interview were conducted on the voluntary basis. MANOVA results showed that there were statistical differences in scaffolded initiation and giving affective feedback. The pre-service teachers perceived that their teacher talk changed towards more classroom interaction after one-on-one consultations. The findings provide pedagogical implications for improving pre-service EFL teachers' teacher talk.
참고문헌 (25)
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