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초등영어 수준에서 의사소통중심 접근법에 대한 예비 교사들의 인식과 수업

Pre-service teachers’ cognitions and teaching practices on the communicative approach at the elementary English level

이승민
현대영어교육학회 (The Modern English Education Society)|2023.12|현대영어교육 (Modern English Education)|제24권 |pp. 253-271|DOI https://doi.org/10.18095/meeso.2023.24.1.253

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키워드

예비 교사pre-service teachercommunicative approach교사의 인식과 수업teacher cognition and teaching practice의사소통중심 접근법

초록

This research delves into the dynamic interplay between teachers’ cognitions and their teaching practices. It aims to uncover how pre-service teachers’ cognitions of the communicative approach impact their teaching practices and how their teaching experiences contribute to the development of their cognitions. The study included 26 preservice teachers from a University of Education. The research examined their cognitions of the communicative approach and analyzed their teaching practices, emphasizing speaking skills at the elementary level. It also examined the impact of teaching practices on their cognitions development. The main findings revealed that, before engaging in teaching practices, pre-service teachers possessed more robust general cognitions compared to contextual cognitions. The analysis of the influence of teachers’ cognitions on their teaching practices showed that general cognitions were generally consistent with teaching practices. However, contextual cognitions, which contradicted the general ones, were applied in some lessons based on certain contextual factors. The development of cognitions through teaching practices demonstrated its pivotal role in refining general cognitions and creating new contextual cognitions. This research contributes to a clear understanding of the relationship between pre-service teachers’ cognitions and their teaching practices. It offers valuable insights into the development of their professional cognitions.

Abstract

This research delves into the dynamic interplay between teachers’ cognitions and their teaching practices. It aims to uncover how pre-service teachers’ cognitions of the communicative approach impact their teaching practices and how their teaching experiences contribute to the development of their cognitions. The study included 26 preservice teachers from a University of Education. The research examined their cognitions of the communicative approach and analyzed their teaching practices, emphasizing speaking skills at the elementary level. It also examined the impact of teaching practices on their cognitions development. The main findings revealed that, before engaging in teaching practices, pre-service teachers possessed more robust general cognitions compared to contextual cognitions. The analysis of the influence of teachers’ cognitions on their teaching practices showed that general cognitions were generally consistent with teaching practices. However, contextual cognitions, which contradicted the general ones, were applied in some lessons based on certain contextual factors. The development of cognitions through teaching practices demonstrated its pivotal role in refining general cognitions and creating new contextual cognitions. This research contributes to a clear understanding of the relationship between pre-service teachers’ cognitions and their teaching practices. It offers valuable insights into the development of their professional cognitions.

참고문헌 (43)

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