Beliefs about Language Teacher Competence and Microteaching in the In-service Teacher Training Program
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The study intended to investigate the beliefs of Korean secondary school English teachers about language teacher competence, and their opinions about the microteaching courses that are an element of the in-service teacher training program. For the purpose of the study, the following research questions were raised: 1) What are the secondary school English teachers' beliefs about language teacher competence? 2) Does the microteaching course meet their needs? 3) Does the microteaching course contribute to their language teacher competence development? 4) What are their demands for the next teacher training program? Twenty-seven teachers that participated in a six-month-long intensive teacher training program participated in the study, and responded to the course evaluation questionnaire. Between general English communication skills, classroom English skills, L2 teaching skills, interaction skills, and lesson planning skills, the teachers perceived L2 teaching skills and interaction skills to be the most important qualifications for language teachers. They evaluated the microteaching course as satisfactory compared to their needs, and as useful for the development of their skills. While they perceive teaching skills and interaction skills to be the most important goals of the program, they want to invest as much time in developing general English skills as in developing teaching skills and interaction skills.
Abstract
The study intended to investigate the beliefs of Korean secondary school English teachers about language teacher competence, and their opinions about the microteaching courses that are an element of the in-service teacher training program. For the purpose of the study, the following research questions were raised: 1) What are the secondary school English teachers' beliefs about language teacher competence? 2) Does the microteaching course meet their needs? 3) Does the microteaching course contribute to their language teacher competence development? 4) What are their demands for the next teacher training program? Twenty-seven teachers that participated in a six-month-long intensive teacher training program participated in the study, and responded to the course evaluation questionnaire. Between general English communication skills, classroom English skills, L2 teaching skills, interaction skills, and lesson planning skills, the teachers perceived L2 teaching skills and interaction skills to be the most important qualifications for language teachers. They evaluated the microteaching course as satisfactory compared to their needs, and as useful for the development of their skills. While they perceive teaching skills and interaction skills to be the most important goals of the program, they want to invest as much time in developing general English skills as in developing teaching skills and interaction skills.
참고문헌 (14)
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