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Assessing Pre-service English Teachers’ Perspectives on a “Good Teacher”

김봉규|김선영
사단법인 한국언어학회 (The Linguistic Society of Korea)|2014.12|언어학 (EONEOHAG)|제22권 제4호|pp. 59-97|DOI 10.24303/lakdoi.2014.22.4.59

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키워드

teaching practicumteacher training programperspectives on a good teacherlearner-centered teaching approach
주제분류언어학

초록

Using the sequentially mixed design combining a quantitative-qualitative phase of analyses, this paper examines how perspectives on a "good teacher" held by pre-service teachers have changed over the course of the teaching practicum with respect to the three domains of EFL teaching pedagogy (i.e., teaching approach, language use, and the quality of teaching). The results reveal that significant changes in perspectives are found in the ‘teaching approach’ and ‘language use’ categories while the perspective on the ‘quality of teaching’ remain stable over the practicum. More specifically, pre-service teachers' perspectives on a "good teacher" have been shifted toward a more teacher-directed mode of instruction and less use of English as an instruction-medium language. The findings show that the traditional EFL classes underlying the teacher-centered pedagogy serve as a key factor to influence the changing perspectives on a “good teacher.” This paper argues that in order to facilitate the perspective change process in synergic ways, teacher training programs for pre-service teachers need to pay attention to how they incorporate a collaborative mode of instruction into the traditional EFL class during the practicum.

Abstract

Using the sequentially mixed design combining a quantitative-qualitative phase of analyses, this paper examines how perspectives on a "good teacher" held by pre-service teachers have changed over the course of the teaching practicum with respect to the three domains of EFL teaching pedagogy (i.e., teaching approach, language use, and the quality of teaching). The results reveal that significant changes in perspectives are found in the ‘teaching approach’ and ‘language use’ categories while the perspective on the ‘quality of teaching’ remain stable over the practicum. More specifically, pre-service teachers' perspectives on a "good teacher" have been shifted toward a more teacher-directed mode of instruction and less use of English as an instruction-medium language. The findings show that the traditional EFL classes underlying the teacher-centered pedagogy serve as a key factor to influence the changing perspectives on a “good teacher.” This paper argues that in order to facilitate the perspective change process in synergic ways, teacher training programs for pre-service teachers need to pay attention to how they incorporate a collaborative mode of instruction into the traditional EFL class during the practicum.

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관련 논문AI추천

Changes of Pre-service Teachers’ Beliefs on EFL Teaching and Learning김양희, Changjuan Wang팬코리아영어교육학회 · 영어교육연구2019 · 제31권 제3호Practical training experience beyond student teaching: Preservice teachers speak out최수정팬코리아영어교육학회 · 영어교육연구2016 · 제28권 제1호Pre-service teachers’ perspectives on teaching practice and TEE김양희, 정영경팬코리아영어교육학회 · 영어교육연구2016 · 제28권 제1호영어교육실습에 대한 교육실습생과 지도교사의 인식김은정, 허미경팬코리아영어교육학회 · 영어교육연구2010 · 제22권 제2호Pre-service English teachers’ evaluations on microteaching as a reflective practice김양희팬코리아영어교육학회 · 영어교육연구2018 · 제30권 제4호Teaching Practicum of Pre-Service Secondary English Teachers: Reflective Learning김양희, 오명기언어과학회 · 언어과학연구2011 · 제56호

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