Abstract
This study is designed to empirically analyze the learning experience of 11 non-native Korean language pre-service teachers in the TMMKFL class. TMMKFL is conducted as the first and second mock classes based on the analysis of teaching materials and teacher's guidebooks, teaching drafting, mock classes, feedback and self-assessment in order to improve the teaching expertise of pre-service teachers in the previous stage of the practicum of Korean language education. The findings show that non-native Korean pre-service teachers have improved their teaching skills through reflective reflection and class analysis during this series of processes. In addition, they are highly satisfied with the method of teaching drafting referring to teacher's guidebooks, feedback in the process, and two self-evaluation processes, even though they had difficulties in the overall process of teaching drafting and mock classes. Finally, they need to prepare for more practice before they participate in the practicum of Korean language education, and it is required that the practice is also done in other subjects.
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