Practical Training Experience Beyond Student Teaching:Preservice Teachers Speak Out

다국어 초록 (Multilingual Abstract)

This qualitative case study explored the way in which five preservice teachers in an electiveELT methodology class experienced the opportunity of engaging in the actual practice of lessonplanning and teaching, and the way it was related to their process of learning to teach. Multiplereflection papers were collected throughout the semester and were analyzed qualitatively. Thefindings show that the preservice teachers thought highly of the practical component as itprovided them with an opportunity to experience firsthand what it was like to prepare for anddeliver a lesson in an actual classroom. It was through the practical experience that thepreservice teachers learned the importance of prioritizing learner readiness and the potential oflearning to take place in planning lessons as well as realizing the significance of teachers’pedagogical content knowledge and their confidence in leading the class. The practicalexperience further served them to gain insights into the teaching profession and to confirm theirprofessional motivation to become teachers. The teacher educator’s focused and systematicguidance was considered to be the most influential in fostering their perceived learning. I arguethat an ELT content class in university-based teacher education programs can be a potential sitefor preparing prospective teachers well for actual classrooms, strengthening the experientiallearning opportunities beyond student teaching.

목차 (Table of Contents)

• I. INTRODUCTION
• II. CURRENT LITERATURE
• III. METHODOLOGY
• IV. FINDINGS
• V. DISCUSSION AND CONCLUSION
• REFERENCES