예비 초등영어 교사교육에서 모의수업의 적용 방안

An investigation on employing microteaching in pre-service elementary English teacher education programs

  The purpose of this study was to investigate the possibility of employing microteaching as a way of providing teaching experiences to and enhancing teaching skills of pre-service elementary English teachers. Seventy-nine pre-service teachers participated in the present study. They were given a series of lectures in a preplanned curriculum. Several focused observations of experienced teachers through video recordings also took place as a pre-microteaching activity. The students" microteaching was videotaped and analyzed by their peers and the instructor in a follow-up session designed to provide students with feedback. As a post-microteaching activity, pre-service teachers responded to a questionnaire and conducted a project in which they analyzed their own teaching by watching the video recording. According to the results of the questionnaire, it was likely that microteaching helped them to become aware of the importance of the use of classroom English, teacher"s roles, and difficulties in teaching processes. Self-analysis of microteaching enabled them to realize the weaknesses as well as the strengths in their teaching behavior, and also to gain new insights into how they would approach the lesson differently or what changes they would make to improve their teaching. Microteaching was found to be valuable in promoting pre-service teachers to engage in teaching practice and to gain a deeper awareness of teaching processes.