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예비 영어 교사의 마이크로티칭 수업 및 평가에 대한 인식 연구
안혜성(Hyeseong Ahn),박매란(Mae-Ran Park) 한국응용언어학회 2020 응용 언어학 Vol.36 No.2
Recent implementation efforts on teaching English through English and the increasing need for improving English teachers’ overall teaching competence, have demanded the implementation of reflective teaching practices in teacher preparation programs. Recognizing these demands, the purpose of the current research was to examine the microteaching training and evaluation processes in a graduate-level teaching practicum at a Korean university. In particular, the study aimed to explore how pre-service English teachers perceive the instruction of microteaching evaluation and its connection with their teaching practicum experiences. In this study, 17 pre-service English teachers completed a survey and completed reflective journal writing over the course of a semester. The results from the survey and journal analysis showed overall, that pre-service teachers found the microteaching evaluation very helpful, especially in assisting them with their lesson planning, lesson organization, and in enhancing overall confidence in their actual teaching. In addition, they perceived their instructor’s evaluation to be the most helpful among different evaluation parties (i.e., instructor, peers, and self), specifically in realizing and identifying the strengths and weaknesses in their teaching practice. The findings of the study suggest a further need to modify the microteaching process and tailor to the needs of real classroom demands, as indicated in the pre-service teachers’ reflective teaching journals.
안혜성(Hyeseong Ahn),방준(Jyun Bang) 한국영어교과교육학회 2024 영어교과교육 Vol.23 No.2
This research delved into the influence of peer feedback on enhancing critical thinking and writing capabilities among 60 university students enrolled in a critical English writing course in Busan, with a special emphasis on their various levels of English proficiency. Employing pre- and post-course surveys, based on Cheng (2011)’s critical thinking evaluation framework, this study meticulously charted the evolution in students’ perceptions regarding peer feedback and their own critical thinking skills over the semester. The results highlighted a remarkable surge in students' confidence in giving and receiving peer feedback, particularly notable among students with intermediate levels of English proficiency. This increase in confidence was accompanied by a growing appreciation of the value of peer feedback in their learning process. The research further explored potential improvements to the peer feedback process, aiming to significantly enhance the overall effectiveness of critical English writing pedagogy. The findings emphasize the indispensable role of peer feedback in the development of students’ critical analytical skills and writing competencies, positioning it as a crucial, transformative educational tool within the realm of English language learning. This study advocates for sophisticated peer feedback strategies tailored to students’ diverse linguistic abilities to optimize learning and ensure an inclusive educational environment.