중등 영어교사 양성 과정에 관한 연구
A study on the curriculum for training pre-service secondary English teachers
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참고문헌
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초록
This research addresses two key issues surrounding the curriculum for training pre-service secondary English teachers: ‘What information, skills or knowledge are to be taught or learnt?’ and ‘How are they to be conveyed, trained, or taught?’ It aims to investigate beliefs and attitudes student teachers and trainers hold about the current secondary English teacher training curriculum, medium of instruction, microteaching and field experience. In the present survey parallel questionnaires were designed and answered by 48 professors and 426 students from English education department of 17 universities. According to the findings, teacher and student groups agree that teaching practice has been neglected in the current curriculum. The results also reveal that both groups believe that students can benefit from teaching subjects in English, but they do not agree that all the subjects need to be taught in the target language. It is found that there is a gap between teacher feedback and students’ need for supervision. It is suggested that the findings of the survey provide training course designers and policy makers with implications for making decisions on initial English teacher education.
Abstract
This research addresses two key issues surrounding the curriculum for training pre-service secondary English teachers: ‘What information, skills or knowledge are to be taught or learnt?’ and ‘How are they to be conveyed, trained, or taught?’ It aims to investigate beliefs and attitudes student teachers and trainers hold about the current secondary English teacher training curriculum, medium of instruction, microteaching and field experience. In the present survey parallel questionnaires were designed and answered by 48 professors and 426 students from English education department of 17 universities. According to the findings, teacher and student groups agree that teaching practice has been neglected in the current curriculum. The results also reveal that both groups believe that students can benefit from teaching subjects in English, but they do not agree that all the subjects need to be taught in the target language. It is found that there is a gap between teacher feedback and students’ need for supervision. It is suggested that the findings of the survey provide training course designers and policy makers with implications for making decisions on initial English teacher education.
참고문헌 (27)
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