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영어교육 비 전공 초등예비교사의 교사 인지: 영어교사 효능감 및 인지된 영어수업능력을 중심으로

Non-English-major pre-service elementary school teachers’ teacher cognition: With focus on English teacher efficacy and perceived English teaching competence

김현진
현대영어교육학회 (The Modern English Education Society)|2022.02|현대영어교육 (Modern English Education)|제23권 제1호|pp. 83-94

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참고문헌

키워드

예비교사pre-service teacher영어교사 효능감English teacher efficacyperceived English teaching competence인지된 영어수업능력

초록

The present study aims to explore how non-English-major pre-service elementary school teachers perceive their efficacy and English teaching competence. 104 pre-service elementary school teachers including 77 non-English majors (21 science majors, 28 Korean majors, and 28 math majors) and 27 English majors participated in the study that included two surveys: English Teacher Efficacy Scale (ETES) and Perceived English Teaching Competence Scale (PETCS). To explore non-English-major pre-service teachers’ English teacher efficacy (ETE) and their perceived English teaching competence (PETC), their responses were compared with English-major pre-service teachers’. The findings were as follows: First, pre-service teachers’ ETE consisted of four factors while PETC consisted of two factors. Second, there was no significant difference in ETE between the non-English-major pre-service teachers and English-major pre-service teachers. Third, non-English majors had a significantly lower PETC than English majors. Fourth, pre-service teachers’ ETE and PETC were affected by interactions among gender, English-speaking ability, and major. The findings suggested that variables such as gender and English-speaking ability should be considered in exploring ETE and PETC. In addition, related variables should be considered in non-English- major pre-service teachers’ professional development programs.

Abstract

The present study aims to explore how non-English-major pre-service elementary school teachers perceive their efficacy and English teaching competence. 104 pre-service elementary school teachers including 77 non-English majors (21 science majors, 28 Korean majors, and 28 math majors) and 27 English majors participated in the study that included two surveys: English Teacher Efficacy Scale (ETES) and Perceived English Teaching Competence Scale (PETCS). To explore non-English-major pre-service teachers’ English teacher efficacy (ETE) and their perceived English teaching competence (PETC), their responses were compared with English-major pre-service teachers’. The findings were as follows: First, pre-service teachers’ ETE consisted of four factors while PETC consisted of two factors. Second, there was no significant difference in ETE between the non-English-major pre-service teachers and English-major pre-service teachers. Third, non-English majors had a significantly lower PETC than English majors. Fourth, pre-service teachers’ ETE and PETC were affected by interactions among gender, English-speaking ability, and major. The findings suggested that variables such as gender and English-speaking ability should be considered in exploring ETE and PETC. In addition, related variables should be considered in non-English- major pre-service teachers’ professional development programs.

참고문헌 (43)

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관련 논문AI추천

Preservice Elementary School Teachers’ Efficacy Beliefs Towards Teaching English최선희한국영어학학회 · 영어학연구2008 · 제26호A Study of Pre-Service English Teachers’ Teaching Efficacy박은수교과교육연구소 · 교과교육학연구2016 · 제20권 제4호교원임용시험 대비 영어 수업 실연 연습의 효과에 대한 초등 예비교사들의 인식 조사김현진한국영어교과교육학회 · 영어교과교육2022 · 제21권 제1호초등예비교사들의 영어 수업 능력에 대한 연구: 수업 실연 연습을 중심으로김현진한국영어교과교육학회 · 영어교과교육2019 · 제18권 제4호초등 예비교사의 영어 수업 전문성 신장을 위한 교육 모형 개발 및 적용강정진, 김기택, 성민창외국어교육연구소 · 외국어교육연구2018 · 제32권 제3호초등영어 예비교사 양성과정에 대한 현직교사들의 인식 연구우길주한국언어과학회 · 언어과학2012 · 제19권 제3호

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