Pre-service Teachers’ Perspectives on the Second-Round English Assessment in the Elementary Teacher Recruitment Exam

This study explores the perspectives of seven fourth-year pre-service teachers enrolled at A University of Education in Korea, focusing on their perceptions of English proficiency level and experiences in preparing for the second round of the Elementary Teacher Recruitment Examination (ETRE). Using a comprehensive approach, this research gathered written interview data to explore participants’ attitudes toward English, insights into elementary English education, and reflections on their test preparation experiences. Participants demonstrated a nuanced blend of global awareness regarding the significance of English and a certain hesitancy in defining their roles. Despite recognizing the examination’s importance in contributing to education, participants emphasized a lack of information related to the tests. The study uncovered collaborative group studies as the predominant method for preparing for the second round of English examinations, fostering mutual growth among peers. A noteworthy outcome of the research is the participants’ expressed desire for university curricula and specialized programs to align more closely with the dynamic trends and conditions of the ETRE. This suggests implications for educational practices, urging adjustments in curricular offerings to enhance pre-service teacher preparation. The findings also propose avenues for future research, advocating for a more in-depth exploration of the intricate interplay between English proficiency, test preparation strategies, and the evolving landscape of teacher recruitment examination.