The Practicum and its Effects on the Development of Korean Pre-service English Teachers’ Perceptions of Teaching Speaking

Helen Jang
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引用次数: 1

Abstract

There has been a gradual change in Korean English curricula and education systems over recent decades to enhance the ability to communicate in English confidently in an increasingly globalized society. The Korean government has been initiating new policies in English curricula to improve the quality of English education in state schools; accordingly, English teacher education has also been intensified, with more attention to teaching speaking. Therefore, there is a need to investigate the impact of teacher preparation on classroom practice through empirical research considering Korean educational contexts. This study explores pre-service English teachers’ learning through initial teaching practice in the area of teaching speaking in Korea, which has seen major policy changes in recent years but has had limited empirical investigation. Two pre-service English teachers’ perceptions and practices of teaching speaking are examined, from the perspectives of influences on, and changes in their cognition. Data include classroom observations, semi-structured interviews in sequence, documents, and qualitative questionnaires. The overall findings show limited impact of the practicum on their cognition development, and incongruence between their cognitions and practices of teaching speaking due to the gap between theory and practice. Implications for improvements are discussed, as well as suggestions for further study.
实习对韩国职前英语教师教学口语观发展的影响
近几十年来,韩国的英语课程和教育体系逐渐发生了变化,以提高在日益全球化的社会中自信地用英语交流的能力。韩国政府为了提高公立学校的英语教育质量,推出了新的英语课程政策;相应地,英语教师教育也得到了加强,更加注重口语教学。因此,有必要结合韩国的教育背景,通过实证研究来探讨教师准备对课堂实践的影响。本研究探讨了职前英语教师在韩国口语教学领域的初步教学实践,近年来韩国的政策发生了重大变化,但实证调查有限。本文从对两名职前英语教师认知的影响和变化两方面考察了他们对口语教学的认知和实践。数据包括课堂观察、半结构化访谈、文献和定性问卷。研究结果表明,实习对学生认知发展的影响有限,由于理论与实践的差距,学生的认知与口语教学实践不一致。讨论了改进的意义,并提出了进一步研究的建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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