An Ecological Perspective Study on Liberal Arts Students' Pre-Service Internship Courses
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The purpose of this research was to analyze the current status of Liberal Arts Students' Pre-Service Internship courses in schools in order to improve the Pre-Service Internship curriculum. This research was an attempt to analyze the current status of the Pre-Service Internship courses in schools from an ecological perspective that is based on survival, harmony, and change. Diaries of Pre-Service Internship participants, group interviews, and in-depth interviews were the key data used in the current research. Diaries and group interviews were done by 33 undergraduates in A women's university in Seoul. In-depth interviews of 6 students (3 males and 3 females) were carried out in B graduate school of education in Seoul. According to the results, student teachers recognized that relationships with school students were very important aspects of the Pre-Service Internship at school. Student teachers made an effort to live harmoniously in the "new ecosystem" of "relationships with school students" rather than the "official ecosystem" of the Pre-Service Internship course. Since student teachers recognized that it is difficult to interact with the ecosystem of the Pre-Service Internship course except for ‘relationships with school students,' they took a passive attitude toward the Pre-Service Internship course. But they focused on ‘relationships with school students' by taking advantage of non-class time, such as break times, lunch time, after-school counseling, nightly studying time, morning meetings, and evening meetings to approach the students. These phenomena were discovered in all of the data-diaries, group interviews, and in-depth interviews. Through this research, it was observed that student teachers had a difficult time because of insufficient Pre-Service Internship curricula, the difficulties of practicing in school, the heavy burden of classroom instruction, difficulties as student teachers, and trouble with their academic advisers. We need a practical Pre-Service Internship curriculum for solving these problems. We should develop useful Pre-Service Internship curricula appropriate for teacher training, academic advisers, and student teachers. We have to help student teachers recognize the Pre-Service Internship course in school as a significant ecosystem.
Abstract
The purpose of this research was to analyze the current status of Liberal Arts Students' Pre-Service Internship courses in schools in order to improve the Pre-Service Internship curriculum. This research was an attempt to analyze the current status of the Pre-Service Internship courses in schools from an ecological perspective that is based on survival, harmony, and change. Diaries of Pre-Service Internship participants, group interviews, and in-depth interviews were the key data used in the current research. Diaries and group interviews were done by 33 undergraduates in A women's university in Seoul. In-depth interviews of 6 students (3 males and 3 females) were carried out in B graduate school of education in Seoul. According to the results, student teachers recognized that relationships with school students were very important aspects of the Pre-Service Internship at school. Student teachers made an effort to live harmoniously in the "new ecosystem" of "relationships with school students" rather than the "official ecosystem" of the Pre-Service Internship course. Since student teachers recognized that it is difficult to interact with the ecosystem of the Pre-Service Internship course except for ‘relationships with school students,' they took a passive attitude toward the Pre-Service Internship course. But they focused on ‘relationships with school students' by taking advantage of non-class time, such as break times, lunch time, after-school counseling, nightly studying time, morning meetings, and evening meetings to approach the students. These phenomena were discovered in all of the data-diaries, group interviews, and in-depth interviews. Through this research, it was observed that student teachers had a difficult time because of insufficient Pre-Service Internship curricula, the difficulties of practicing in school, the heavy burden of classroom instruction, difficulties as student teachers, and trouble with their academic advisers. We need a practical Pre-Service Internship curriculum for solving these problems. We should develop useful Pre-Service Internship curricula appropriate for teacher training, academic advisers, and student teachers. We have to help student teachers recognize the Pre-Service Internship course in school as a significant ecosystem.
참고문헌 (38)
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