초등 영어 교사 교육에서 교육 실습으로서 수업 실연에 대한 예비 교사들의 인식 조사
Surveys of pre-service teachers’ perceptions on microteaching as teaching practicum in elementary school English teacher education
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This paper aims to discuss the results of surveying 50 pre-service elementary school teachers to examine their perceptions about the effects and usability of microteaching as teaching practicum on enhancing English teaching competence in the course of English subject matter education offered at a university of education in Korea. The results of this study are as follows: (1) It was perceived as most significant to distinguish learning activities in terms of the practice and real use of language. (2) It was perceived as most significant to use teaching skills for presenting language and checking comprehension of it. (3) The most significant purpose of using classroom English was to confirm that language is something to use for real, not just something to do exercises and games. (4) Pre-service teachers mostly agreed upon the positive effects of microteaching to enhance their English teaching competence(i.e., teaching theories, planning and analyzing lessons, managing classes, teaching language). (5) Pre-service teachers mostly agreed upon the usability of learning activities(i.e., learning theories, planning lessons, performing, reflecting and observing lessons, self-evaluation) and the suitability of teacher feedback in microteaching to enhance their English teaching competence. The results in (4) and (5) were similar to those of surveying 41 pre-service secondary school English teachers about almost the same topics shown in Choi (2019). The results of this study will to some extent contribute to improving the effects and usability of microteaching on enhancing pre-service teachers’ teaching competence in elementary school English teacher education.
Abstract
This paper aims to discuss the results of surveying 50 pre-service elementary school teachers to examine their perceptions about the effects and usability of microteaching as teaching practicum on enhancing English teaching competence in the course of English subject matter education offered at a university of education in Korea. The results of this study are as follows: (1) It was perceived as most significant to distinguish learning activities in terms of the practice and real use of language. (2) It was perceived as most significant to use teaching skills for presenting language and checking comprehension of it. (3) The most significant purpose of using classroom English was to confirm that language is something to use for real, not just something to do exercises and games. (4) Pre-service teachers mostly agreed upon the positive effects of microteaching to enhance their English teaching competence(i.e., teaching theories, planning and analyzing lessons, managing classes, teaching language). (5) Pre-service teachers mostly agreed upon the usability of learning activities(i.e., learning theories, planning lessons, performing, reflecting and observing lessons, self-evaluation) and the suitability of teacher feedback in microteaching to enhance their English teaching competence. The results in (4) and (5) were similar to those of surveying 41 pre-service secondary school English teachers about almost the same topics shown in Choi (2019). The results of this study will to some extent contribute to improving the effects and usability of microteaching on enhancing pre-service teachers’ teaching competence in elementary school English teacher education.