초등예비교사들의 영어 수업 능력에 대한 연구: 수업 실연 연습을 중심으로

This paper aims to explore pre-service elementary school teachers’ English teaching competence in the context of English teaching demonstration practice. Seventy-nine pre-service elementary school teachers participated in the three-step practice sessions: microteaching in groups, microteaching in pairs, and individual microteaching. They were asked to rate their English teaching demonstration competence and their perceptions about the importance of English teaching demonstration evaluation items before and after the teaching demonstration practice sessions. Also, their actual teaching demonstration was evaluated before and after the practice sessions. T-tests and correlation test were administered to compare three sets of pre- and post-tests: self-ratings of their teaching demonstration competence (SRTDC), their perceptions about the importance of teaching demonstration evaluation (PITDC) items, and their actual teaching demonstration competence (ATDC). The results were as follows: Among the pre-service teachers’ scores of three sets, the PITDC scores were the highest while the ATDC scores were the lowest; the SRTDC scores and ATDC scores increased after the practice sessions. Also, their self-evaluated teaching demonstration competence correlated with their perceptions about the importance of teaching demonstration evaluation and their actual teaching demonstration competence. Pedagogical implication for pre-service elementary school English teacher education are discussed in the conclusion.