영어교육실습에 대한 교육실습생과 지도교사의 인식

• 영문명: Pre-service and supervising English teachers’ perceptions of the teaching practicum
• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: 허미경(Heo, Mi-Gyeong) 김은정(Kim, Eun-Jeong)
• 간행물 정보: 『영어교육연구』제22권 2호, 343~366쪽, 전체 24쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2010.06.30

영문 초록

The teaching practicum is a key component of pre-service teacher development. The practicum serves as a critical venue for pre-service teachers to connect theory and practice. In spite of its importance, there have been a number of criticisms that teaching practicums have not been operated in an efficient and systematic manner. To address this issue, we conducted a questionnaire-survey study that examined how pre-service and supervising English teachers perceive the teaching practicum. There were two guiding questions: (1) In what ways do pre-service teachers perceive their own teaching practicum?; (2) In what ways do supervising teachers perceive the teaching practicum of pre-service teachers? The findings indicate that while both teacher trainees and their supervising teachers were generally satisfied with the trainees’ overall teaching practice, they had considerable disagreements on the roles of the supervising teachers. The supervising teachers felt that they provided their trainees with a considerable amount of autonomy and feedback, whereas the pre-service teachers expressed a need for more detailed, systematic feedback and guidance. Overall, both pre-service and supervising teachers called for a need for a systematic operation of the teaching practicum.

목차

I. 서론

II. 이론적 배경

III. 연구 방법

IV. 분석결과 및 해석

V. 결론 및 제언

키워드

교육실습 교사교육 예비교사 teaching practicum teacher education pre-service teachers