마이크로티칭이 영어 수업수행능력에 미치는 영향에 대한 중등영어 예비교사의 인식 및 수업활동 분석

Micro-teaching, a simplified version of classroom teaching, is an effective instructional method in teacher education, which focuses on specific teaching skills integrating theories and practices of teaching. This study examines the effects of micro-teaching on teaching competence by subcategories of the competence, and analyzes the practices of feedback and pre-service teachers’ perception of usability of two types of feedback: teacher feedback and peer feedback. In total, forty one pre-service teachers participated in a survey study from English education department at a university in Seoul. The survey consists of 21 questions about their perceptions of the effects of micro-teaching, the usability of learning activities, and their practices of feedback activities. The results revealed that pre-service teachers mostly agreed the positive effects of microteaching to enhance English teaching competence. However, there were significant differences in perceived effects between sub-categories of teaching competence. In addition, the pre-service teachers perceived the usability of learning activities in micro-teaching differently across the activities. In terms of prediction of feedback activities, the level of perceived usability of feedback is the most influencing factor. Implications of the findings and suggestions for further studies are presented. (187 words)