마이크로티칭에서 나타난 예비 초등영어 교사들의 수업 전 성찰 과정 분석 (An analysis of reflection on the process of lesson preparation for microteaching by pre-service elementary school English teachers)

서지정보

· 발행기관 : 한국초등영어교육학회
· 수록지 정보 : 초등영어교육 / 27권 / 3호 / 5 ~ 27페이지
· 저자명 : 박영예

초록

The purpose of this study was to analyze what pre-service elementary school English teachers pay attention to and what kind of difficulties they have in the lesson planning and preparation process of their microteaching. The results from the analysis of the pre-class reflection of 27 pre-service teachers are as follows. First, the most attention was paid to the selection of teaching content, and it mainly focused on the ease of learning, motivation and interest of the students. Second, participants focused on identifying whether the objectives of their chosen activities were appropriate to the lesson objectives and tried to supplement the problems inherent in the activities. Furthermore, they reconstructed the activities shown tobe ineffective in achieving the learning goals. Third, they prepared classes focusing on the utilization of materials to efficiently implement their teaching. Fourth, although they were required to teach only one lesson, they not only considered the link with previous learning, but also anticipated and found ways to reduce students' difficulties during the learning process. Finally, they revealed some difficulties in preparing for teacher talk according to the students’ level, allocating time and determining whether they could execute it on time, and planning lessons due to lack of experiences.

영어초록

The purpose of this study was to analyze what pre-service elementary school English teachers pay attention to and what kind of difficulties they have in the lesson planning and preparation process of their microteaching. The results from the analysis of the pre-class reflection of 27 pre-service teachers are as follows. First, the most attention was paid to the selection of teaching content, and it mainly focused on the ease of learning, motivation and interest of the students. Second, participants focused on identifying whether the objectives of their chosen activities were appropriate to the lesson objectives and tried to supplement the problems inherent in the activities. Furthermore, they reconstructed the activities shown tobe ineffective in achieving the learning goals. Third, they prepared classes focusing on the utilization of materials to efficiently implement their teaching. Fourth, although they were required to teach only one lesson, they not only considered the link with previous learning, but also anticipated and found ways to reduce students' difficulties during the learning process. Finally, they revealed some difficulties in preparing for teacher talk according to the students’ level, allocating time and determining whether they could execute it on time, and planning lessons due to lack of experiences.

참고자료

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