Direction of Improving Preservice Teachers’ Competence of Designing Primary English Lesson Plan: Focused on Scaffolding Based on Dynamic Assessment

Direction of Improving Preservice Teachers’ Competence of Designing Primary English Lesson Plan: Focused on Scaffolding Based on Dynamic Assessment

The purpose of this study is to present the direction of improving preservice teachers’ competence of designing primary English lesson plans focusing on scaffolding based on dynamic assessment. To achieve the purpose, three lesson plans demonstrated for microteaching in the 2023 Lecture of Primary English Methodology were analyzed in terms of scaffolding based on dynamic assessment in alignment with tasks according to the phases of pre-class, during-lass, and post-class. It was found in the result of analyzing the lesson plans that 1) learners’ zone of proximal development (ZPD) was not established based on dynamic assessment for learners to achieve the learning objectives, 2) macro-level scaffolding based on dynamic assessment was not designed appropriately and systematically for learners to improve their communicative competence in the phases of pre-class and post-class, 3) micro-level scaffolding based on dynamic assessment was not designed for learners to interact with a teacher and to answer questions related to lessons’ content in the phase of during-class, and 4) rating scales aligned with tasks were not established based on a variety of scaffolding for learners to effectively solve the problems or complete their tasks in collaboration with classmates. Based on the results, it was suggested that a preservice teacher needs to check and assess learners’ communicative competence considering a rating scale, which involves scaffolding such as feedback for learners to effectively complete their tasks in collaboration with classmates.