Impact of Self- and Peer-Assessment of Lesson Plans on Pre-Service Foreign Language Teacher Efficacy and Satisfaction

• 발행기관: 한국외국어교육학회
• 저자명: 표경현(Kyong-Hyon Pyo)
• 간행물 정보: 『Foreign Languages Education』Vol.31 No.3, 1~30쪽, 전체 30쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2024.09.30

국문 초록

The study is aimed at investigating the impact of self- and peer-assessment on students’ teacher efficacy and satisfaction in lesson planning at a university foreign language pedagogy course. Four self- and peer-assessment sessions for developing pedagogically sound lesson plans were held for 7 weeks. Nineteen students participated in the study. A student questionnaire was collected to see if self- and peer-assessment affected students’ teacher efficacy twice in weeks 1 and 7. In addition, in-depth interviews were conducted to understand students’ perceptions of self- and peer-assessment in terms of its benefits and room for improvement. The research revealed the findings as follows. Firstly, there was a statistically significant impact of self- and peer-assessment of lesson plans on both domains of teacher-efficacy: personal teaching efficacy and teaching outcome expectancy. Secondly, students found self- and peer-assessment satisfactory and useful when building lesson plans. Thirdly, themes for benefits of self- and peer-assessment were ‘objective perspective,’ ‘heightened insight,’ and ‘reflective thinking.’ Lastly, two themes for room for improvement in peer-assessment were ‘offering positive feedback’ and ‘working on the same period.’

목차

Ⅰ. Introduction

Ⅱ. Theoretical Background

Ⅲ. Research Methods

Ⅳ. Research Findings and Discussions

Ⅴ. Conclusion and Pedagogical Implications

References

키워드

자기평가 동료평가 교사효능감 예비외국어교사 학습지도안 self-assessment peer-assessment teacher efficacy pre-service foreign language teachers lesson plan