Teacher Beliefs and Extensive Reading (ER): Articulating the Ambiguities of ER Principles
* 본 문서는 배포용으로 복사 및 편집이 불가합니다.
서지정보
ㆍ발행기관 : 이화여자대학교 교과교육연구소
ㆍ수록지정보 : 교과교육학연구 / 20권 / 2호
ㆍ저자명 : Park, Laura Eunae
ㆍ저자명 : Park, Laura Eunae
목차
I. IntroductionII. Literature Review
III. Method
IV. Findings and Discussion
V. Limitations and Suggestions for Further Studies
References
한국어 초록
This study explored the beliefs and experiences of six student teachers enrolled in a teaching practicum, whichwas an elective course in an MA TESOL program at a private university in Seoul. The teaching practicum also functioned asan after-school extensive reading (ER) program for 20 high school students from a co-ed private high school who volunteeredto participate in the program. The student teachers met with the high school students during a 10 week period, and the studentteachers led the class with ER activities based on the weekly reading assignments. Throughout the program, the student teachersworked in small groups and took turns team-teaching the class. Prior to the ER lessons, the student teachers participated ina four-week training program in which they received instructions on ER theory and approaches; furthermore, they worked insmall groups and developed teaching materials and lesson plans together. The student teachers also participated in two focusgroup interviews with the researcher after completion of the program. Findings of the study indicate that their beliefs and perceptionstoward extensive reading were ambiguous and they had very little confidence in themselves as role models of ER.This study suggests that teachers not only need to gain first-hand experience in ER themselves, but they also need an opportunityto articulate their beliefs and perceptions toward ER, which must become much more tangible for them.영어 초록
This study explored the beliefs and experiences of six student teachers enrolled in a teaching practicum, whichwas an elective course in an MA TESOL program at a private university in Seoul. The teaching practicum also functioned as
an after-school extensive reading (ER) program for 20 high school students from a co-ed private high school who volunteered
to participate in the program. The student teachers met with the high school students during a 10 week period, and the student
teachers led the class with ER activities based on the weekly reading assignments. Throughout the program, the student teachers
worked in small groups and took turns team-teaching the class. Prior to the ER lessons, the student teachers participated in
a four-week training program in which they received instructions on ER theory and approaches; furthermore, they worked in
small groups and developed teaching materials and lesson plans together. The student teachers also participated in two focus
group interviews with the researcher after completion of the program. Findings of the study indicate that their beliefs and perceptions
toward extensive reading were ambiguous and they had very little confidence in themselves as role models of ER.
This study suggests that teachers not only need to gain first-hand experience in ER themselves, but they also need an opportunity
to articulate their beliefs and perceptions toward ER, which must become much more tangible for them.