예비영어교사의 교육실습과정이 교사로서의 자질 습득과 신념에 미치는 영향
Effects of 4-week-long Pre-service teacher Practicum on their Beliefs and Features as Future Teachers
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The purpose of this study was to investigate how pre-service teacher practicum affected future teachers’ beliefs and features, which they should have as teachers. More specifically, this study attempted to seek what pre-service teachers expected and sought as future teachers throughout the four-week-long practicum in local schools. Additionally, it sought to see how pre-service teachers saw themselves as future English teachers. Data sources came from pre-questionnaire, their practicum logs, and in-depth interview with focus group of six students. The findings of this study indicated that preservice teachers did not have specific information about schools such as what kinds of English textbooks they have used, how their curriculum have been structured, except basic information of the local schools such as their locations and size. Also, the findings showed that preservice teachers focused on how effectively they taught students English, not on what kind of content they taught. Additionally, preservice teachers asserted that the four-week-long practicum provided opportunities to think about their belief as teachers. Finally, advice and instruction presented by inservice teachers were critical, in that inservice teachers can provide fresh and lively instructional skills in the practical classroom. Drawing upon these findings, implications for the teacher development program, and specific recommendations for future research are proposed as well.
Abstract
The purpose of this study was to investigate how pre-service teacher practicum affected future teachers’ beliefs and features, which they should have as teachers. More specifically, this study attempted to seek what pre-service teachers expected and sought as future teachers throughout the four-week-long practicum in local schools. Additionally, it sought to see how pre-service teachers saw themselves as future English teachers. Data sources came from pre-questionnaire, their practicum logs, and in-depth interview with focus group of six students. The findings of this study indicated that preservice teachers did not have specific information about schools such as what kinds of English textbooks they have used, how their curriculum have been structured, except basic information of the local schools such as their locations and size. Also, the findings showed that preservice teachers focused on how effectively they taught students English, not on what kind of content they taught. Additionally, preservice teachers asserted that the four-week-long practicum provided opportunities to think about their belief as teachers. Finally, advice and instruction presented by inservice teachers were critical, in that inservice teachers can provide fresh and lively instructional skills in the practical classroom. Drawing upon these findings, implications for the teacher development program, and specific recommendations for future research are proposed as well.
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