교수피드백과 동료피드백에 대한 예비초등영어교사의 인식 조사

• 영문명: A survey on pre-service elementary English teachers' perceptions about teacher feedback and peer feedback
• 발행기관: 한국초등영어교육학회
• 저자명: 정영숙(Jung Yung Suk)
• 간행물 정보: 『초등영어교육』제21권 4호, 199~222쪽, 전체 24쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2015.12.30

영문 초록

This study explored pre-service elementary teachers' perception about teacher feedback and peer feedback on their English lesson plans and micro-teaching demonstrations. A questionnaire was developed and administered to 72 pre-service elementary teachers from the programs of ethical education, computer education, and social studies education who were taking a required English microteaching course in the spring of 2015. Major findings of the present study are as follows: 1) the participants' perception about the needs and effects of feedback from their professor regarding their lesson plans and micro-teaching demonstrations was very positive while their perception about those of peer feedback was rather negative due to the lack of English competence and interest of their peers in giving feedback; 2) most participants wanted to receive feedback through email from their professor rather than having a face-to-face conference with her; 3) they preferred direct feedback which includes clearly written correction in their lesson plan file to indirect feedback which requires them to self-correct errors; and 5) the participants tended to prefer anonymous peer feedback to identifiable feedback because they believed that negative comments through identifiable feedback would ruin a good relationship between classmates. Finally, suggestions for effective teacher feedback and peer feedback for pre-service elementary English teachers were provided.

목차

Abstract

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 연구 결과 및 논의

Ⅴ. 결론 및 제언

참고문헌

키워드

예비초등교사 교사피드백 동료피드백 마이크로티칭 pre-service elementary school teachers teacher feedback peer feedback microteaching