초등 예비 영어교사의 영어 학습과 교수에 대한 경험 및 인식

Experiences and perceptions of English learning and teaching: A narrative inquiry into pre-service primary English teachers' autobiographic essays

This study aims to examine how pre-service primary English teachers perceived their experiences with English learning and teaching. The participants were 26 pre-service primary English teachers enrolled in a sophomore-level course at a Korean university. The data were the participants' autobiographies about their English learning and teaching history, which were submitted as a course assignment. Most participants described their English learning experiences much more than their teaching experiences. As English learners, (1) most of them recalled that while they learned English for fun as elementary school students, (2) they primarily studied English for exams at the secondary school level. (3) As college students, their English study hours have been decreased, and their study objectives have been reorganized. (4) Turning points in their English language development included English skills competitions, studying with capable peers, and using English communicatively while studying and travelling abroad. (5) They also revealed various degrees of self-evaluation of and confidence in their English skills. As pre-service teachers, they revealed (1) the limitations of English language and teacher education curricula at the university, (2) their limited English teaching experiences and knowledge about teaching methodology, (3) development of English (instructional) skills through English teaching experiences, and (4) different degrees of self-evaluation and confidence as English teachers. Important implications for teacher education policy makers, teacher educators, and pre-service teachers themselves are presented.