초등예비교사의 영어 수업 실연 성찰에 대한 분석 연구
An analysis of pre-service elementary school teachers’ reflection on their English teaching demonstration
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This paper aims to explore pre-service elementary school teachers’ reflection on their English teaching demonstration. Seventy-one pre-service teachers participated in the study. They were asked to perform three types of teaching demonstration (demonstrating in groups, in pairs, and individually) and to write a reflection paper on their teaching. In order to find out their themes and levels of reflection, the pre-service teachers’ reflection papers were collected and analyzed. The findings of the study were as follows: Four different themes—English teaching, learners, self, and teaching demonstration task—and three levels of reflection—descriptive, comparative, and critical reflection—were identified; the most frequently mentioned theme was English teaching, which was followed by teaching demonstration task; although the least frequent level of reflection was critical, it reaches nearly 20 percent of reflection; teaching demonstration and reflection had positive potentials, influencing pre-service teachers’ perceptions of teaching and reflection on their teaching.
Abstract
This paper aims to explore pre-service elementary school teachers’ reflection on their English teaching demonstration. Seventy-one pre-service teachers participated in the study. They were asked to perform three types of teaching demonstration (demonstrating in groups, in pairs, and individually) and to write a reflection paper on their teaching. In order to find out their themes and levels of reflection, the pre-service teachers’ reflection papers were collected and analyzed. The findings of the study were as follows: Four different themes—English teaching, learners, self, and teaching demonstration task—and three levels of reflection—descriptive, comparative, and critical reflection—were identified; the most frequently mentioned theme was English teaching, which was followed by teaching demonstration task; although the least frequent level of reflection was critical, it reaches nearly 20 percent of reflection; teaching demonstration and reflection had positive potentials, influencing pre-service teachers’ perceptions of teaching and reflection on their teaching.
참고문헌 (41)
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