예비영어교사의 사례보고서 작성을 통한 반성적 교사교육 탐색
Exploratory study on the reflective teacher education through the pre-service EFL teachers’ case writing
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참고문헌
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초록
The purpose of the current study was to explore the role of case writing as a way to encourage pre-service English teachers to reflect on their teaching experiences and to determine the extent and types of reflection manifested in their case writing. The participants were 26 pre-service English teachers in their senior year enrolled in an undergraduate teacher development program in Korea. Case writing reports during a one-month practicum, along with focus group interview data, were qualitatively analyzed through content analysis method using computer-based qualitative research software program (Nvivo 10). It was found that many of the student teachers wrote about cases in the area of classroom teaching activities, classroom management problems, and the possible solutions to deal with the issues. With regard to the levels of reflection, most of the contents analyzed were found to be under the descriptive reflection category, which means that student teachers not only described the events but tried to provide reasons or interpretations for problems or actions. From the findings it is suggested that case writing can be used as a valuable tool for student teachers to develop their reflective capabilities as future teachers and is one way to encourage their professional growth.
Abstract
The purpose of the current study was to explore the role of case writing as a way to encourage pre-service English teachers to reflect on their teaching experiences and to determine the extent and types of reflection manifested in their case writing. The participants were 26 pre-service English teachers in their senior year enrolled in an undergraduate teacher development program in Korea. Case writing reports during a one-month practicum, along with focus group interview data, were qualitatively analyzed through content analysis method using computer-based qualitative research software program (Nvivo 10). It was found that many of the student teachers wrote about cases in the area of classroom teaching activities, classroom management problems, and the possible solutions to deal with the issues. With regard to the levels of reflection, most of the contents analyzed were found to be under the descriptive reflection category, which means that student teachers not only described the events but tried to provide reasons or interpretations for problems or actions. From the findings it is suggested that case writing can be used as a valuable tool for student teachers to develop their reflective capabilities as future teachers and is one way to encourage their professional growth.
참고문헌 (44)
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