Teaching Practicum of Pre-Service Secondary English Teachers: Reflective Learning
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The present study investigated what the pre-service secondary English teachers have learned from their practicum, and how they were prepared to become well-qualified teachers in Korean Educational settings. The study were qualitatively conducted so the eight participants' insightful experiences and inner voices were reflected. The findings were that: 1) the pre-service teachers indicated the issues on the leveled classes, meaning that since the students in each level responded differently to the teaching, teaching strategies and materials should be differentiated; 2) the teachers showed negative reactions to the classes with native English teachers, suggesting collaborative teaching preparation between Korean- native English teachers and native English teachers; 3) they presented the importance of lesson planning and class management; 4) the pre-service teachers established their own identity with multiple emotions; 5) lastly, they believed that building rapports with their own students could lead to students' positive and active learning
Abstract
The present study investigated what the pre-service secondary English teachers have learned from their practicum, and how they were prepared to become well-qualified teachers in Korean Educational settings. The study were qualitatively conducted so the eight participants' insightful experiences and inner voices were reflected. The findings were that: 1) the pre-service teachers indicated the issues on the leveled classes, meaning that since the students in each level responded differently to the teaching, teaching strategies and materials should be differentiated; 2) the teachers showed negative reactions to the classes with native English teachers, suggesting collaborative teaching preparation between Korean- native English teachers and native English teachers; 3) they presented the importance of lesson planning and class management; 4) the pre-service teachers established their own identity with multiple emotions; 5) lastly, they believed that building rapports with their own students could lead to students' positive and active learning
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