Earticle

초록

영어

The purpose of this study is to examine pre-service teachers’ perception of their own school-based practicum in terms of improvement of secondary EFL pedagogical competences. Based on a reflective model of teacher education as a theoretical frame, this study depends on a mixed method through a survey with 30 pre-service teachers and interviews with three participants. The survey shows participants’ confidence of TEE implementation, participants’ expectation prior to practicum, participants’ perception of learning from in-service teachers and peer pre-service teachers, and participants’ of the difficulties in their EFL teaching. Pre-service teachers reveal different confidence in TEE according to their English proficiency. In addition, they perceive that they learned a lot about classroom interaction and motivation strategies while they learned less about the use of classroom English and differentiated instruction. From the interviews, the participants perceive that school-based practicum is helpful to develop their pedagogical competences and that they need to learn how to write teaching plans and how to construct classroom activities prior to their practicum. Based on the findings, this paper suggests that instructions of classroom English, teaching plans, and phonics should be considered in the curriculum for pre-service teachers.

목차

I. 서론
II. 이론적 배경
1. 교사교육 모형
2. 선행연구
III. 연구 방법
1. 참여자
2. 자료 수집 및 분석
IV. 연구결과
1. TEE 교수역량에 대한 인식
2. 학교현장실습 경험에 대한 예비교사의 사전 인식
3. 학교현장실습 경험에 대한 예비교사의 사후 인식
4. 학교현장실습 기간 중 영어수업지도의 어려움
5. 중등영어 예비교사 심층면접 결과
V. 논의 및 결론
Works Cited
부록
Abstract

키워드

저자

• 조형숙 [ Cho, Hyoung Sook | 서원대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [The Jungang Journal of English Language and Literature]

• 간기

  계간

• pISSN

  1598-3293

• 수록기간

  1968~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 810