Self-Reflections of Pre-service English Teachers on Microteaching Experiences

• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: Youngjoo Seo
• 간행물 정보: 『영어교육연구』제32권 3호, 1~20쪽, 전체 20쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2020.09.30

영문 초록

This study attempts to explore Korean pre-service teachers’ perceptions of English teaching practices and the challenges of being non-native English-speakers in their microteaching experiences. Twenty-two pre-service EFL teachers at a university in South Korea participated in a microteaching process in which they created lesson plans, conducted and video-recorded their lessons, watched their microteaching performances, and wrote reflective journal reports on their experiences, which provided data for investigating their perceptions of their lesson planning and microteaching experiences. The thematic analysis of the data was conducted, and three main themes emerged: 1) struggles in creating a lesson plan based on the communicative approach, 2) challenges of being a nonnative speaker aspiring to be a qualified English teacher, and 3) need for strategies to deal with unexpected situations in the classroom due to a lack of pedagogical experience. The results suggest that pre-service teachers should be given enough teaching opportunities to become accustomed to classroom situations. The findings of this study imply the significant role of practicum programs and teaching opportunities in helping pre-service teachers bridge the gaps between their beliefs and classroom performances.

목차

I. INTRODUCTION

II. LITERATURE REVIEW

III. RESEARCH METHODOLOGY

IV. FINDINGS

V. DISCUSSION

VI. CONCLUSION

REFERENCES

키워드

microteaching pre-service teachers communicative language teaching teacher education programs native speakerism