예비영어교사들의 수업실연능력평가에 대한 인식 연구

A study of pre-service English teachers' perception on microteaching competence evaluation: With regard to teaching practicum

The implementation of TEE(Teaching English in English) and the increasing needs for improving English teachers' teaching competence have demanded more practice teaching in teacher preparation programs. Recognizing these instructional demands, the current study focused on the microteaching training and the evaluation processes with regard to teaching practicum. The purpose of the study was to explore how preservice English teachers perceive about the microteaching evaluation and its connection with their teaching practicum experiences. Twenty-two pre-service English teachers participated in the questionnaire survey- before and after practicumand in reflective journal writing during 4-week teaching practicum, focusing on the influence of microteaching evaluation. The results from the survey and journal analysis showed that pre-service teachers overall found the microteaching evaluation very helpful, especially in lesson planning, lesson organization, and in enhancing confidence in real teaching. Also, they perceived professor evaluation the most helpful among different evaluating parties(i.e., professors, peers, and self), specifically in realizing the strengths and weaknesses in their teaching behavior. The findings of the study suggest further need to modify the microteaching process more tailored to the needs of real classroom demands as indicated in the pre-service teachers' reflective teaching journals.