Effects of Training in Reflective Student Teaching Program on Cooperating Teachers in a Korean Elementary School

다국어 초록 (Multilingual Abstract)

In the education reform field experience or clinical experience is emphasized as an important part of teacher education program. In Korea, as in many other countries, the teacher education programs are in lack of theoretical framework or a clear set of goals for the development and implementation, and inevitably so are the field experience programs. 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. And 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 Inchon National University of Education in Korea (INUE) through the collaborative work among cooperating teachers and teacher educators a reflective student teaching program was developed in a three-year project sponsored by Korea Research Foundation.
In this paper the student teaching program for prospective elementary teachers in Korea and the reflective student teaching program developed in INUE are described, and the effects of training in the reflective student teaching program on the cooperating teachers are explored through the perceptions of student teachers.