비원어민 예비 한국어교사의 수업 전문성 향상을 위한 자기 수업과 동료 수업 관찰 연구 = An Analysis of Self- and Peer-Observation for Enhancing the Teaching Expertise of Non-Native Pre-Service Korean Language Teachers

다국어 초록 (Multilingual Abstract)

This study aims to examine how instructional awareness and reflective patterns differ according to the object of observation by analyzing self-observation reports and peer-observation reports written by non-native pre-service Korean language teachers. For this purpose, 38 self-observation reports and 152 peer-observation reports written by 38 non-native pre-service Korean language teachers who participated in microteaching in a university teacher education program were collected and analyzed through content analysis of free descriptive observation reports.
The results showed that instructional design and language performance were identified as the core categories of instructional awareness in both types of observation reports; however, differences were found in the nature of reflection. In peer-observation reports, lesson structure, teaching strategies, and teacher performance mainly functioned as objects of evaluation, whereas in self-observation reports, the same elements appeared as objects of reflection through which teachers examined their own teaching practices and sought directions for improvement. In addition, metacognitive evaluation and affective expression appeared more prominently in self-observation reports, suggesting that self-observation may facilitate both cognitive reflection and emotional awareness.
These findings suggest that self-observation and peer-observation can be used complementarily in the process of developing teaching professionalism among pre-service teachers and highlight the need to design systematic observation and reflection activities in the education of non-native pre-service Korean language teachers