Teaching Practices for English Language: Exploring Students Perceptions and Peer Feedback about Practicum

국문 초록 (Abstract)

본 연구의 목적은 국내 한 대학 영어학과에서 실시된 시범수업에 대한 학생들의 인식과 동료피드백을 통해 학생들의 교수 활동을 살펴보는 것이다. 참여자는 영어교수법 수업을 수강한 42명의 학생들이며, 설문지, 12팀의 시범수업, 그리고 시범수업에 관한 15편의 동료피드백이 주된 데이터이다. 동료피드백의 내용 분석을 위해 ‘단어측정시스템(WCS)’이 사용되었다. 학생들은 시범수업(52.4%)이 강의(42.8%)보다 더 중요하다고 여겼으며, 80%의 학생들은 시범수업에 자신의 교안을 70% 이상 적용한 것으로 자평하였다. 또한 학생들은 시범수업을 통해 교사로서의 경험, 자신감 향상, 부족함 인식, 그리고 가르치는 일의 가치를 깨달았다. 한편, 동료 시범수업에서의 장점으로는 ‘교수방법과 기술’, ‘멀티미디어 사용’, 그리고 ‘교수자료’ 등이 언급된 반면, ‘상호작용’, ‘교수방법과 기술’ 그리고 ‘칠판사용’등에 관한 부족함이 지적되었다. 전체적으로 칭찬의 내용이 보완되어야 할 요소보다 1.8배 많았다. 이러한 결과는 효과적인 교수활동에 관한 학생들의 안목과 긍정적인 동료피드백의 특성을 보여주는 것이라 할 수 있다.

다국어 초록 (Multilingual Abstract)

This study aims at investigating students perceptions and peer feedback to practicum for teaching English in the English Department at a Korean university. The participants were forty-two students at an elective course, Method for teaching English, and the data comprised questionnaire, 12 teams of practicum, and 15 sets of PF. A Word Count System (WCS) was adopted to analyze the data. The findings show that students regarded practicum (52.4%) as more important than teachers lectures (42.8%), and most students (80%) applied more than 70% of lesson plans to their practicums. The practicum gave them experience of a teacher, development of confidence, recognition on their weaknesses and values of teaching. While the strengths shown in PF were mainly teaching methods and technique, use of multimedia, and teaching materials, the weaknesses were classroom interactions, teaching methods and techniques and use of blackboard. Overall praises were 1.8 times more than the matters which needed to be developed. The conclusion suggest that the students had their own insights toward teaching practices and how learners can be motivated.

목차 (Table of Contents)

• 요약
• Abstract
• I. INTRODUCTION
• II. THEORETICAL BACKGROUND
• III. METHODOLOGY
• IV. FINDINGS AND DISCUSSION
• V. CONCLUSION
• 참고문헌

참고문헌 (Reference)

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