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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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초록· 키워드
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This study describes Korean pre-service teachers" field training experience and analyzes how it affected their beliefs about teaching as a profession and classroom practices. Five student teachers were interviewed before and after a four-week training period, and then this interview data were analyzed in the light of their daily practicum journals. The results show that the student teachers" beliefs of a teaching profession were reinforced positively in general through the interaction with students during the training. However, their beliefs
about an effective teacher and teaching methods changed a lot due to the practical issues they faced in classroom contexts. In such change, the disposition and educational philosophy of guidance teachers were found to have played an important role. Given with different opportunities for practice-teaching lessons and observation, different amount and type of feedback from guidance teachers, different extent of freedom in selecting teaching contents and socializing with students, the pre-service teachers" beliefs were influenced
greatly. These results support the importance of field training for pre-service teacher education and highlight the role of guidance teachers at site schools. For more effective teacher training, therefore, further research and efforts will be needed to develop more flexible and various on-site support systems.
about an effective teacher and teaching methods changed a lot due to the practical issues they faced in classroom contexts. In such change, the disposition and educational philosophy of guidance teachers were found to have played an important role. Given with different opportunities for practice-teaching lessons and observation, different amount and type of feedback from guidance teachers, different extent of freedom in selecting teaching contents and socializing with students, the pre-service teachers" beliefs were influenced
greatly. These results support the importance of field training for pre-service teacher education and highlight the role of guidance teachers at site schools. For more effective teacher training, therefore, further research and efforts will be needed to develop more flexible and various on-site support systems.
목차
I. Introduction
II. Backgrounds
III. Methods
IV. Findings and Discussion
V. Conclusion
References
Appendix A
Appendix B
참고문헌 (35)
참고문헌 신청
1. [학술지(정기간행물)] - Baniabdelrahman,A.A. / 2004 / Roles of cooperating teachers and practicum?? supervisors and their Effect on EFL student-teachers’ teaching skills(http://www.asian-efl-journal.com/september_04_aab.php) / Asian EFL Journal 6 (3)
2. [단행본] - Calderhead,J. / 1996 / Teachers: Beliefs and knowledge. In Handbook of educational psychology / Macmillan : 709 ~ 725
3. [학술지(정기간행물)] - Chang, K. / 2005 / A preliminary study on developing a model for pre-service teacher supervision / Primary English Education 11 (2) : 33 ~ 60
4. [학술지(정기간행물)] - Cherland,M. / 1989 / The teacher educator and the teacher: When theory and practice conflict / Journal of Reading 32 (5) : 409 ~ 413
5. [학술지(정기간행물)] - Choi,H. / 2006 / Reflective English teaching through keeping teaching journals: Its possibility and focus of reflection / Foreign Languages Education 13 (1) : 361 ~ 385
2. [단행본] - Calderhead,J. / 1996 / Teachers: Beliefs and knowledge. In Handbook of educational psychology / Macmillan : 709 ~ 725
3. [학술지(정기간행물)] - Chang, K. / 2005 / A preliminary study on developing a model for pre-service teacher supervision / Primary English Education 11 (2) : 33 ~ 60
4. [학술지(정기간행물)] - Cherland,M. / 1989 / The teacher educator and the teacher: When theory and practice conflict / Journal of Reading 32 (5) : 409 ~ 413
5. [학술지(정기간행물)] - Choi,H. / 2006 / Reflective English teaching through keeping teaching journals: Its possibility and focus of reflection / Foreign Languages Education 13 (1) : 361 ~ 385
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