Journal of a Novice ESL Teacher: An Introspective Analysis
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This study examines the journal of a novice ESL teacher’s reflections on self-perception as a teacher and on conflicts during teaching practice. Five main issues emerged out of the analysis of the teacher’s journal entries, and are grouped into five different categories: the novice teacher’s personal reactions, self-concept as an ESL teacher, teaching and learning approaches, moral issues of the teacher, and contextual and institutional issues. The first two issues are associated with the teacher’s self-concept as a novice language teacher and her personal reaction to teaching. The third issue concerns reflections on how her teaching methods were influenced by previous learning experience and had gradually improved to meet learners’ needs throughout the practicum. The fourth relates to the treatment of students in the classroom, personal judgment of students, and the dilemma that she encountered during the practicum. The final issue relates to coping with conflicts in maintaining a relationship with the supervisor. Overall, throughout the teaching practicum, the participant’s reflections on teaching practice shifted from the micro and separate control of the classroom milieu to the macro and integrated management of the class.
Abstract
This study examines the journal of a novice ESL teacher’s reflections on self-perception as a teacher and on conflicts during teaching practice. Five main issues emerged out of the analysis of the teacher’s journal entries, and are grouped into five different categories: the novice teacher’s personal reactions, self-concept as an ESL teacher, teaching and learning approaches, moral issues of the teacher, and contextual and institutional issues. The first two issues are associated with the teacher’s self-concept as a novice language teacher and her personal reaction to teaching. The third issue concerns reflections on how her teaching methods were influenced by previous learning experience and had gradually improved to meet learners’ needs throughout the practicum. The fourth relates to the treatment of students in the classroom, personal judgment of students, and the dilemma that she encountered during the practicum. The final issue relates to coping with conflicts in maintaining a relationship with the supervisor. Overall, throughout the teaching practicum, the participant’s reflections on teaching practice shifted from the micro and separate control of the classroom milieu to the macro and integrated management of the class.
참고문헌 (21)
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