예비 교사의 쓰기에 관한 경험과 인식 탐구 = Exploring Pre-service Teachers’ Experiences and Perceptions of Writing

다국어 초록 (Multilingual Abstract)

This study aimed to explore the experiences and perceptions of writing through the recollections of prospective teachers. To this end, 57 first- year prospective teachers at K University’s College of Education were interviewed using an “Experience Recollection Record” writing activity. The participating prospective teachers’ writing experiences were 62% positive and 38% negative. The pre-service teachers’ positive writing experiences were 34.9% in elementary school, 25.5% in middle school, and 39.6% in high school. Negative writing experiences were 34.6% in elementary school, 26.2% in middle school, and 39.2% in high school.
In elementary school, the most positive writing experience was contest -related writing (30%). The most negative experience was diary writing (42%). In middle school, the most positive writing experience was contest -related writing (32%), while the most negative writing experience was reflective writing (32%). The most positive writing experience in high school was diary writing (17%), while the most negative writing experience was writing related to assessments and college entrance exams (43%). Participation in and winning writing competitions contributed to the preservice teachers’ positive writing experiences, while most of their negative writing experiences were related to assignments and assessments. Furthermore, preservice teachers reported 17 negative experiences with diary writing in elementary school, but no negative experiences in middle or high school. This study is significant in that it provides basic data on writing instruction for preservice teachers.