초등 예비 교사와 현직 교사의 영어 수업 계획에 대한 연구
A study of elementary pre-service and in-service teachers’ EFL lesson planning
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This paper aims to investigate how elementary pre-service and in-service teachers make decisions about EFL lesson planning. Four pre-service teachers and four in-service teachers participated in the present study. Data were collected from their lesson plans, class observations, interviews, reflective journals, and self-reports on lessons. Content analysis was used to identify recurrent themes, organizing them into categories, and interpreting them in relation to research questions. The results show that the principles of the Audiolingual Method played a role in pre-service teachers’ decisions about lesson planning, while the knowledge of Communicative Language Teaching and Eclecticism guided in-service teachers’ decisions about lesson planning. The findings also indicate that in-service teachers’ planning decisions showed clearer lesson objectives, more interesting activities with smoother connections between them, frequent use of learner-centered techniques with group and pair work, and more adequate specification of evaluation procedures, in contrast to those of pre-service teachers. However, no difference was found in the use of teaching and learning materials used by pre-service and in-service teachers. Contextual factors such as Primary English National Curriculum, students’ needs, interests, and abilities, English teachers’ guide books, and teaching in English affected both in-service and pre-service teachers’ planning decisions significantly.
Abstract
This paper aims to investigate how elementary pre-service and in-service teachers make decisions about EFL lesson planning. Four pre-service teachers and four in-service teachers participated in the present study. Data were collected from their lesson plans, class observations, interviews, reflective journals, and self-reports on lessons. Content analysis was used to identify recurrent themes, organizing them into categories, and interpreting them in relation to research questions. The results show that the principles of the Audiolingual Method played a role in pre-service teachers’ decisions about lesson planning, while the knowledge of Communicative Language Teaching and Eclecticism guided in-service teachers’ decisions about lesson planning. The findings also indicate that in-service teachers’ planning decisions showed clearer lesson objectives, more interesting activities with smoother connections between them, frequent use of learner-centered techniques with group and pair work, and more adequate specification of evaluation procedures, in contrast to those of pre-service teachers. However, no difference was found in the use of teaching and learning materials used by pre-service and in-service teachers. Contextual factors such as Primary English National Curriculum, students’ needs, interests, and abilities, English teachers’ guide books, and teaching in English affected both in-service and pre-service teachers’ planning decisions significantly.
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