The Perceptions of Elementary Prospective Teachers, Beginning Teachers and Teachers on the Reflective Student Teaching Program

다국어 초록 (Multilingual Abstract)

In the education reform preparing for the new millenium field experience or clinical experience is emphasized as an important part of teacher education program.
In Korea as in other countries teacher education programs as whole has been said to be in lack of a theoretical framework or clear set of goals for the development and implementation. The typical teacher education program comprised of a collection of courses, various field experiences and student teaching. Each of these components had little or no communication with each other. Most preservice teachers are unable to grasp the whole while experiencing the myriad of disconnected parts of the curriculum and this disjointedness of program goals and curriculum may be responsible for the historical ineffectiveness of teacher education.
Field experience, the zenith of teacher education program, has inevitably been in lack of theoretical framework or a clear set of goals for the development and implementation. And many teacher education programs fail to challenge their students to understand how ideas are connected to field experiences. In addition faculty often approach knowledge from a more technical view of what students should or must know rather than to encourage them to relate theory and practice
As a consequence it does not seem to be uncommon for cooperating teachers not to have the slightest notion of the program's goal or to have any idea whether any existed.
In this paper it is explored if there is a difference in the perceptions of prospective teachers, beginning teachers and practicing teacher on the reflective student teaching program.
Based on the reflective student teaching program developed through the collaborative work between teachers and teacher educators, a questionnaire using Liket scale (1-5) was developed, and administered to 300 seniors in Inchon National University of Education, 400 beginning teachers in Inchon and Kyounggi-Do, and 100 cooperating teachers in 11 cooperating schools in Inchon and Kyounggi-Do. The result was analyzed using Ftest.

다국어 초록 (Multilingual Abstract)

Abstract