초등 예비교사의 영어 수업 상호작용 분석: 교사-학생 발화를 중심으로
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The purpose of this study is two-fold: (i) to investigate how student teachers' learning at college is put into practice in their instructions at elementary schools, and (ii) to make some suggestions for future pre-service training courses including a tool for analyzing classroom interactions in elementary English classes in Korea. Two Primary Ethics Education minors and one Primary English Education minor volunteered as student teachers for this study. Six English classes in which three student teachers taught during their teaching practicum both in the fall semester of 2010 and in the spring semester of 2011 were videotaped by the researcher. Feedback from the classes taught in 2010 was given to each instructor and then classroom interactions in each student teacher's two teaching sessions were compared. Flanders' (1970) Interaction Analysis Category (FIAC) was used to analyze classroom interactions observed in each instructor's classes. The results of this study are as follows: first, the feedback from each student teacher's first teaching experience had a positive influence on their second teaching. The total number of turn-taking in each instructor's second teaching session increased remarkably. Second, the more English the instructor used, the more English the students used in the classroom. Third, FIAC needs to be revised to fit for the analysis of English classes taught in Korea.
Abstract
The purpose of this study is two-fold: (i) to investigate how student teachers' learning at college is put into practice in their instructions at elementary schools, and (ii) to make some suggestions for future pre-service training courses including a tool for analyzing classroom interactions in elementary English classes in Korea. Two Primary Ethics Education minors and one Primary English Education minor volunteered as student teachers for this study. Six English classes in which three student teachers taught during their teaching practicum both in the fall semester of 2010 and in the spring semester of 2011 were videotaped by the researcher. Feedback from the classes taught in 2010 was given to each instructor and then classroom interactions in each student teacher's two teaching sessions were compared. Flanders' (1970) Interaction Analysis Category (FIAC) was used to analyze classroom interactions observed in each instructor's classes. The results of this study are as follows: first, the feedback from each student teacher's first teaching experience had a positive influence on their second teaching. The total number of turn-taking in each instructor's second teaching session increased remarkably. Second, the more English the instructor used, the more English the students used in the classroom. Third, FIAC needs to be revised to fit for the analysis of English classes taught in Korea.
참고문헌 (19)
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