초등 예비 교사들의 영어 모의수업에서 의사 결정 연구

Pre-service primary teachers’ decision making in simulated English lessons

This study aims to explore pre-service primary school teachers’ decision making in simulated English class, focused on the role of their knowledge of language teaching and learning in planning, interactive, and evaluative decisions, including categories of interactive decisions and reasons for making them, and contextual factors that affect their decision making. The results show that pre-service teachers’ knowledge of learner-centered language teaching, cooperative language learning, and integrated skills approach played an important part in their making decisions in class. They reported many modifications of planned activities during lessons, followed by adding activities, dropping activities, explaining concepts, elaborating activities, and reordering activities. Also, they made interactive decisions most frequently to enhance student motivation and interests, and to increase student understanding. Noticeably, pre-service teachers’ lack of English proficiency was the more frequent reason for interactive decisions rather than time constraints, students’ English skills, and instructional management. Primary English National Curriculum, evaluation criteria for Primary English Education course, college classroom situation, and timing were also found to significantly impact on their decision making.