Improving Primary Pre-teachers' Instructional Design Ability Focused on Cultural Intelligence
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초록
The purpose of this study is to suggest the direction of improving pre-teachers' instructional design ability focused on cultural intelligence (CQ). To achieve this purpose, pre-teachers' four lesson plans presented for microteaching in the lecture of Methodology of Primary English Language Teaching were analysed in terms of CQ composed of meta-cognitive, cognitive, motivational, and behavioral CQ. The findings are as follows: (1) Contents related to meta-cognitive CQ aren't designed in the awareness stage corresponded to primary classes, because English language learners (ELLs) don't have experiences of being conscious of and checking their cultural knowledge when they interact with people from diverse cultures. (2) As ELLs partially foster their cognitive and behavioral CQs, they cannot communicate with classmates appropriately through classroom activities closely associated with values, beliefs, norms, and social customs of speakers from different cultural backgrounds. (3) Critical thinking ability needs to be assessed through classroom activities based on CQ, because ELLs should improve their critical thinking ability closely related to meta-cognitive and cognitive CQs. Thus, in this paper, it was suggested that pre-teachers need to design contents and classroom activities for improving primary ELLs’ CQ considering cognitive and affective levels of learners corresponded to the awareness stage.
Abstract
The purpose of this study is to suggest the direction of improving pre-teachers' instructional design ability focused on cultural intelligence (CQ). To achieve this purpose, pre-teachers' four lesson plans presented for microteaching in the lecture of Methodology of Primary English Language Teaching were analysed in terms of CQ composed of meta-cognitive, cognitive, motivational, and behavioral CQ. The findings are as follows: (1) Contents related to meta-cognitive CQ aren't designed in the awareness stage corresponded to primary classes, because English language learners (ELLs) don't have experiences of being conscious of and checking their cultural knowledge when they interact with people from diverse cultures. (2) As ELLs partially foster their cognitive and behavioral CQs, they cannot communicate with classmates appropriately through classroom activities closely associated with values, beliefs, norms, and social customs of speakers from different cultural backgrounds. (3) Critical thinking ability needs to be assessed through classroom activities based on CQ, because ELLs should improve their critical thinking ability closely related to meta-cognitive and cognitive CQs. Thus, in this paper, it was suggested that pre-teachers need to design contents and classroom activities for improving primary ELLs’ CQ considering cognitive and affective levels of learners corresponded to the awareness stage.
참고문헌 (31)
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