Pre‑Service English Teachers’ Perceptions of NNESTs and Relevant Factors in Korea
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This study investigates pre-service English teachers’ perceptions of non-native English speaking teachers (NNESTs) vis-à- vis native English speaking teachers (NESTs) in Korea with several factors affecting the participants’ perceptions. Then, this study also examines the change of the participants’ perceptions through pre-service teachers’ training at secondary schools in Korea. To secure triangulation, data were collected from questionnaires completed by 85 pre-service English teachers before and after their training, and semi-structured interviews with six pre-service English teachers. In this study, pre-service English teachers, who reveal their unique status as students and teachers simultaneously, have affirmative perceptions of NNESTs on the whole, perceive the strengths and weaknesses of NNESTs and recognize NNESTs as qualified and more appropriate English teachers in Korea. This study suggests several implications for English education in Korea
Abstract
This study investigates pre-service English teachers’ perceptions of non-native English speaking teachers (NNESTs) vis-à- vis native English speaking teachers (NESTs) in Korea with several factors affecting the participants’ perceptions. Then, this study also examines the change of the participants’ perceptions through pre-service teachers’ training at secondary schools in Korea. To secure triangulation, data were collected from questionnaires completed by 85 pre-service English teachers before and after their training, and semi-structured interviews with six pre-service English teachers. In this study, pre-service English teachers, who reveal their unique status as students and teachers simultaneously, have affirmative perceptions of NNESTs on the whole, perceive the strengths and weaknesses of NNESTs and recognize NNESTs as qualified and more appropriate English teachers in Korea. This study suggests several implications for English education in Korea
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