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동료 관찰의 성격 및 효과에 대한 초등 예비 교사의 인식 연구: 영어 수업 실연을 중심으로

Exploring the nature and effectiveness of peer observation through the perceptions of preservice elementary teachers: Focusing on English microteaching

김현진
현대영어교육학회 (The Modern English Education Society)|2024.12|현대영어교육 (Modern English Education)|제25권 |pp. 17-32

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키워드

마이크로티칭microteachingpeer feedback동료 피드백동료 수업 관찰Peer observation of teaching(POT)

초록

This study explores the nature and effectiveness of peer observation of teaching through the perceptions of preservice elementary teachers in English microteaching. In this study, twenty-seven preservice teachers participated in three phases of peer observation: pre-observation, observation, and post-observation peer feedback, along with a written interview. Their responses were analyzed through directed content analysis method, and their peer feedback and reflections were consulted in interpreting the findings of the analysis. The findings of the study are as follows: Preservice elementary teachers demonstrated positive perceptions of peer observation in terms of sharing various teaching ideas, experiencing and personalizing various classes, deepening theoretical knowledge, and improving reflection skills. Secondly, preservice teachers also showed positive perceptions of post-observation peer feedback in terms of feedback delivery, perspective or focus of feedback, and other benefits of feedback, despite identifying some ineffective aspects of peer feedback. These findings suggest that preservice teachers’ peer observation indicates its developmental nature—connecting observation with the enhancement of teaching skills and reflective practices—along with its collaborative aspect. Despite some challenges arising from the nature of post-observation peer feedback, the results indicate that peer observation can serve as an effective educational tool, contributing significantly to the professional development of preservice teachers.

Abstract

This study explores the nature and effectiveness of peer observation of teaching through the perceptions of preservice elementary teachers in English microteaching. In this study, twenty-seven preservice teachers participated in three phases of peer observation: pre-observation, observation, and post-observation peer feedback, along with a written interview. Their responses were analyzed through directed content analysis method, and their peer feedback and reflections were consulted in interpreting the findings of the analysis. The findings of the study are as follows: Preservice elementary teachers demonstrated positive perceptions of peer observation in terms of sharing various teaching ideas, experiencing and personalizing various classes, deepening theoretical knowledge, and improving reflection skills. Secondly, preservice teachers also showed positive perceptions of post-observation peer feedback in terms of feedback delivery, perspective or focus of feedback, and other benefits of feedback, despite identifying some ineffective aspects of peer feedback. These findings suggest that preservice teachers’ peer observation indicates its developmental nature—connecting observation with the enhancement of teaching skills and reflective practices—along with its collaborative aspect. Despite some challenges arising from the nature of post-observation peer feedback, the results indicate that peer observation can serve as an effective educational tool, contributing significantly to the professional development of preservice teachers.

참고문헌 (57)

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