녹화된 모의수업 동영상과 동료협의를 통한 초등영어 예비교사들의 수업성찰에 대한 분석
An analysis of pre-service primary English teachers’ reflections on their microteaching with the help of video-recording and peer feedback
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Studies have been conducted on pre-service English teachers’ reflections on their microteaching. However, few of these studies have explored what pre-service teachers reflect on when they watch their own video-recorded microteaching and how watching it helps them become aware of strengths and weaknesses in their own teaching. This study aimed to investigate how and what pre-service primary English teachers reflect on after watching their own video-recorded microteaching and receiving feedback from peers. This study also investigated how they utilize peer pre-service teachers’ feedback to improve their English teaching. For the analysis, 39 pre-service teachers’ reflection journals were qualitatively analyzed and the instructor’s note and video-recorded microteaching were analyzed as needed. The results of the study are as follows: 1) video-recorded microteaching gave some pre-service teachers the potential to isolate and capture important and puzzling moments that can occur that they might miss during the microteaching; 2) watching a video recording of their microteaching after receiving peer feedback in class helped pre-service teachers identify areas for improvement and increased awareness of their strengths and weaknesses. This study suggests detailed guidelines or observation schemes should be developed and provided for pre-service teachers to reflect on their microteaching more efficiently.
Abstract
Studies have been conducted on pre-service English teachers’ reflections on their microteaching. However, few of these studies have explored what pre-service teachers reflect on when they watch their own video-recorded microteaching and how watching it helps them become aware of strengths and weaknesses in their own teaching. This study aimed to investigate how and what pre-service primary English teachers reflect on after watching their own video-recorded microteaching and receiving feedback from peers. This study also investigated how they utilize peer pre-service teachers’ feedback to improve their English teaching. For the analysis, 39 pre-service teachers’ reflection journals were qualitatively analyzed and the instructor’s note and video-recorded microteaching were analyzed as needed. The results of the study are as follows: 1) video-recorded microteaching gave some pre-service teachers the potential to isolate and capture important and puzzling moments that can occur that they might miss during the microteaching; 2) watching a video recording of their microteaching after receiving peer feedback in class helped pre-service teachers identify areas for improvement and increased awareness of their strengths and weaknesses. This study suggests detailed guidelines or observation schemes should be developed and provided for pre-service teachers to reflect on their microteaching more efficiently.
참고문헌 (29)
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