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Pre-service Teachers’ Reflective Journal Writing on Practicum: Focus of Reflection and Perceptions

김미경
현대영어교육학회 (The Modern English Education Society)|2018.05|현대영어교육 (Modern English Education)|제19권 제2호|pp. 30-41|DOI http://dx.doi.org/10.18095/meeso.2018.19.2.04

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참고문헌

키워드

교육실습reflective journalpracticum성찰일지focus on reflection핵심성찰내용

초록

This paper aims to explore the content of Korean EFL pre-service teachers’ reflection through practicum weekly logs during their practicum at Korean middle schools. The study has two main foci: finding the focus of pre-service teachers’ reflection, and their perceptions of journal writing activities through practicum logs. The pre-service teachers in the study were 18 stu- dents at a Korean university. Data were collected via three sources: journal entries during the practicum, and interviews and questionnaires after the practicum. First, in order to understand the pre-service teachers’ reflections, their journal entries were analyzed. At the same time, in order to see how they perceived of their journal writing activities, the data of journal entries, interviews and questionnaires were examined. As a categorization framework of focusing areas, Bain, Ballantyne, Packer & Mills’s (1999) four areas of pre-service teacher reflection on journals in the practicum were employed: focus on teaching, self, professional issues, and students or class. The results showed that entries focusing teaching and self were prevalent. Of “focus on teaching”, teaching demonstration and classroom observation were considerably discussed. Of “focus on self”, feelings and learning teaching skills were frequently dealt with. The results also revealed that journaling writing had positive potentials: promoting reflective practice, further conceptualizing own views on the application of knowledge, and improving the English language skills.

Abstract

This paper aims to explore the content of Korean EFL pre-service teachers’ reflection through practicum weekly logs during their practicum at Korean middle schools. The study has two main foci: finding the focus of pre-service teachers’ reflection, and their perceptions of journal writing activities through practicum logs. The pre-service teachers in the study were 18 stu- dents at a Korean university. Data were collected via three sources: journal entries during the practicum, and interviews and questionnaires after the practicum. First, in order to understand the pre-service teachers’ reflections, their journal entries were analyzed. At the same time, in order to see how they perceived of their journal writing activities, the data of journal entries, interviews and questionnaires were examined. As a categorization framework of focusing areas, Bain, Ballantyne, Packer & Mills’s (1999) four areas of pre-service teacher reflection on journals in the practicum were employed: focus on teaching, self, professional issues, and students or class. The results showed that entries focusing teaching and self were prevalent. Of “focus on teaching”, teaching demonstration and classroom observation were considerably discussed. Of “focus on self”, feelings and learning teaching skills were frequently dealt with. The results also revealed that journaling writing had positive potentials: promoting reflective practice, further conceptualizing own views on the application of knowledge, and improving the English language skills.

참고문헌 (61)

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관련 논문AI추천

Reflective Practice in Pre-service Teacher Education through Journal Writing in a Writing Course김미경팬코리아영어교육학회 · 영어교육연구2018 · 제30권 제3호예비영어교사의 사례보고서 작성을 통한 반성적 교사교육 탐색김영숙, 이지연현대영어교육학회 · 현대영어교육2012 · 제13권 제4호Pre-service L2 Teacher Trainees’ Reflection: What Do They Focus On?조민영한국영어교육학회 · 영어교육2017 · 제72권 제1호Novice and Experienced Korean EFL Teachers’ Reflective Teaching강대민팬코리아영어교육학회 · 영어교육연구2009 · 제21권 제2호예비영어교사의 수업일지 작성을 통한 반성적 성찰의 효용성: 결정적 사건 분석을 중심으로김영숙, 이지연한국영어교육학회 · 영어교육2010 · 제65권 제4호Teaching Practicum of Pre-Service Secondary English Teachers: Reflective Learning김양희, 오명기언어과학회 · 언어과학연구2011 · 제56호

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