예비 초등영어 교사의 교수유형의 변화 및 교수유형과 학습유형의 관계 분석

• 영문명: An analysis of the change of pre-service elementary English teachers’ teaching styles and the relation between their teaching styles and learning styles. Primary English Education
• 발행기관: 한국초등영어교육학회
• 저자명: 김재혁 Kim Jaehyuk
• 간행물 정보: 『초등영어교육』제21권 2호, 39~66쪽, 전체 27쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2015.06.30

영문 초록

The purpose of this study is to suggest ways to diversify the teaching styles of pre-service elementary English teachers by investigating their teaching and learning styles. Specifically, this study intends to examine a) how the teaching styles of pre-service elementary English teachers change during their practicum and, b) how their learning styles are related to their teaching styles. Two teaching styles questionnaires (one before the practicum and another after the practicum) and a learning styles questionnaire were designed and distributed to a sample of 34 pre-service English teachers at a university in Korea who took their teaching practicum in their senior year. The analysis of the data revealed that before the practicum, the facilitator style, a learner-centered approach that views the teacher’s role as a facilitator of student learning, was the dominant, preferred teaching style. However, after the practicum, the subjects developed a more positive attitude toward the personal model style, a teacher-centered approach that views the teacher’s role as more of an authority in presenting information. The data also revealed that some of their learning styles were significantly related to their teaching styles. Those with individual, dependent and collaborative learning styles were found to prefer the facilitator teaching style, but those with group, independent and competitive learning styles tended to use the personal model style. These findings suggest that pre-service teachers try teaching in the styles they are reluctant to use in order to diversify their teaching styles in the classroom. Pedagogical implications for teacher education are also discussed.

목차

I. 서론

Ⅱ. 이론적 고찰

Ⅲ. 연구 방법

Ⅳ. 연구 결과

V. 결론 및 제언

키워드

교수유형(teaching styles) 학습유형(learning styles)