수업 비평문에 나타난 초등영어 예비교사들의 교육적 안목 탐색
A Meta-analysis of Class Critiques on a 6th Graders’ English Class of Pre-service Elementary English Teachers
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The present study was aimed at investigating how much attention pre- service elementary English teachers paid when they were asked to write a class critique after watching a video-taped 6th graders’ English class. 49 pre-service teachers’ critiques were analyzed in an exploratory manner. Their comments were sorted, categorized, and examined to see if there were any outstanding common characteristics in their educational connoisseurship (Eisner, 1983). The results showed that most pre-service teachers had not yet developed their educational connoisseurship enough to be able to critically observe a class from the perspectives of the overall English curriculum and textbook structure. Only a handful of pre-service teachers provide comments on the structure of the class comparing it with that of the textbook. This implied that pre-service teachers need to become more familiar with the English curriculum and the textbook structure during their pre-service training at the universities of education. This study also found that about half of the pre-service teachers were aware of the qualities of language practice in the sample class, which is the most vital part in any language lesson. However, more training at universities of education was also called for regarding this matter. The most common topics to be commented on were techniques of teaching and class management.
Abstract
The present study was aimed at investigating how much attention pre- service elementary English teachers paid when they were asked to write a class critique after watching a video-taped 6th graders’ English class. 49 pre-service teachers’ critiques were analyzed in an exploratory manner. Their comments were sorted, categorized, and examined to see if there were any outstanding common characteristics in their educational connoisseurship (Eisner, 1983). The results showed that most pre-service teachers had not yet developed their educational connoisseurship enough to be able to critically observe a class from the perspectives of the overall English curriculum and textbook structure. Only a handful of pre-service teachers provide comments on the structure of the class comparing it with that of the textbook. This implied that pre-service teachers need to become more familiar with the English curriculum and the textbook structure during their pre-service training at the universities of education. This study also found that about half of the pre-service teachers were aware of the qualities of language practice in the sample class, which is the most vital part in any language lesson. However, more training at universities of education was also called for regarding this matter. The most common topics to be commented on were techniques of teaching and class management.
참고문헌 (23)
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