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Practical training experience beyond student teaching: Preservice teachers speak out

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팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2016.03|영어교육연구 (English Language Teaching)|제28권 제1호|pp. 45-65|DOI 10.17936/pkelt.2016.28.1.003

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키워드

teacher educationteacher learningpreservice teacherpractical training experiencefield-based experienceactual classroom
주제분류영어와문학

초록

This qualitative case study explored the way in which five preservice teachers in an electiveELT methodology class experienced the opportunity of engaging in the actual practice of lessonplanning and teaching, and the way it was related to their process of learning to teach. Multiplereflection papers were collected throughout the semester and were analyzed qualitatively. Thefindings show that the preservice teachers thought highly of the practical component as itprovided them with an opportunity to experience firsthand what it was like to prepare for anddeliver a lesson in an actual classroom. It was through the practical experience that thepreservice teachers learned the importance of prioritizing learner readiness and the potential oflearning to take place in planning lessons as well as realizing the significance of teachers’pedagogical content knowledge and their confidence in leading the class. The practicalexperience further served them to gain insights into the teaching profession and to confirm theirprofessional motivation to become teachers. The teacher educator’s focused and systematicguidance was considered to be the most influential in fostering their perceived learning. I arguethat an ELT content class in university-based teacher education programs can be a potential sitefor preparing prospective teachers well for actual classrooms, strengthening the experientiallearning opportunities beyond student teaching.

Abstract

This qualitative case study explored the way in which five preservice teachers in an electiveELT methodology class experienced the opportunity of engaging in the actual practice of lessonplanning and teaching, and the way it was related to their process of learning to teach. Multiplereflection papers were collected throughout the semester and were analyzed qualitatively. Thefindings show that the preservice teachers thought highly of the practical component as itprovided them with an opportunity to experience firsthand what it was like to prepare for anddeliver a lesson in an actual classroom. It was through the practical experience that thepreservice teachers learned the importance of prioritizing learner readiness and the potential oflearning to take place in planning lessons as well as realizing the significance of teachers’pedagogical content knowledge and their confidence in leading the class. The practicalexperience further served them to gain insights into the teaching profession and to confirm theirprofessional motivation to become teachers. The teacher educator’s focused and systematicguidance was considered to be the most influential in fostering their perceived learning. I arguethat an ELT content class in university-based teacher education programs can be a potential sitefor preparing prospective teachers well for actual classrooms, strengthening the experientiallearning opportunities beyond student teaching.

참고문헌 (44)

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관련 논문AI추천

The Pedagogical Content Knowledge Development during Practicum: A Case Study of Preservice English Teachers in Korea최수정교과교육연구소 · 교과교육학연구2023 · 제27권 제3호The Use of Microteaching in Prospective English Teacher Training백지원팬코리아영어교육학회 · 영어교육연구2009 · 제21권 제3호Professional growth of pre-service teachers: Insights from classroom practices김규미팬코리아영어교육학회 · 영어교육연구2025 · 제37권 제4호Pre-service L2 Teacher Trainees’ Reflection: What Do They Focus On?조민영한국영어교육학회 · 영어교육2017 · 제72권 제1호Pre-service teachers’ perspectives on teaching practice and TEE김양희, 정영경팬코리아영어교육학회 · 영어교육연구2016 · 제28권 제1호Changes of Pre-service Teachers’ Beliefs on EFL Teaching and Learning김양희, Changjuan Wang팬코리아영어교육학회 · 영어교육연구2019 · 제31권 제3호

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