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Changes of Pre-service Teachers’ Beliefs on EFL Teaching and Learning

김양희|Changjuan Wang
팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2019.09|영어교육연구 (English Language Teaching)|제31권 제3호|pp. 67-91|DOI 10.17936/pkelt.2019.31.3.004

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참고문헌

키워드

reflectionpre-service teachersteaching practicumteacher beliefs about EFL teaching and learningchanges of beliefs
주제분류영어와문학

초록

This research aims to identify pre-service teachers’ beliefs about EFL teaching and learning and tracks the impact of the practicum on the reconstruction and evolution of their beliefs within a Korean cultural context. The participants were 12 seniors majoring in English education at a national university in South Korea. A qualitative research was conducted, including one pre-practicum survey and one post-practicum survey, one postpracticum semi-structured interview, and the pre-service teachers’ teaching journals and reflection papers. The findings indicated changes in different ways and to different extents. New beliefs also appeared through authentic classroom teaching and on-going reflection. The unique sociocultural context in Korea tended to force the pre-service teachers to turn to more traditional teaching methods, which, as they found, were more feasible and effective. The practicum played an important role in pre-service teachers’ professional growth. Pre-service teachers should be encouraged to challenge and reflect their beliefs about EFL teaching and learning. They should also be given room and support to practice new approaches to EFL teaching they have learned from teacher education courses during practicum.

Abstract

This research aims to identify pre-service teachers’ beliefs about EFL teaching and learning and tracks the impact of the practicum on the reconstruction and evolution of their beliefs within a Korean cultural context. The participants were 12 seniors majoring in English education at a national university in South Korea. A qualitative research was conducted, including one pre-practicum survey and one post-practicum survey, one postpracticum semi-structured interview, and the pre-service teachers’ teaching journals and reflection papers. The findings indicated changes in different ways and to different extents. New beliefs also appeared through authentic classroom teaching and on-going reflection. The unique sociocultural context in Korea tended to force the pre-service teachers to turn to more traditional teaching methods, which, as they found, were more feasible and effective. The practicum played an important role in pre-service teachers’ professional growth. Pre-service teachers should be encouraged to challenge and reflect their beliefs about EFL teaching and learning. They should also be given room and support to practice new approaches to EFL teaching they have learned from teacher education courses during practicum.

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관련 논문AI추천

예비영어교사의 교육실습과정이 교사로서의 자질 습득과 신념에 미치는 영향나경희대한영어영문학회 · 영어영문학연구2008 · 제50권 제1호Teacher Beliefs and Self-efficacy of Pre-service Korean EFL Teachers앨리슨 빌대한영어영문학회 · 영어영문학연구2018 · 제44권 제1호Self-Reflections of Pre-service English Teachers on Microteaching Experiences서영주팬코리아영어교육학회 · 영어교육연구2020 · 제32권 제3호Teacher-learners’ Beliefs about Proficiency Goals and Teaching Methods for Korean Secondary English Education최재영한국영어교육학회 · 영어교육2008 · 제63권 제1호Exploring Native Speaker Teachers’ Beliefs about Learning and Teaching English김신혜한국영어교육학회 · 영어교육2011 · 제66권 제2호Teaching Practicum of Pre-Service Secondary English Teachers: Reflective Learning김양희, 오명기언어과학회 · 언어과학연구2011 · 제56호

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