영어 수업협의를 통해 살펴본 예비교사의 수업 전문성 인식 및사회적 상호작용 탐색

Abstract

Purpose: The purpose of this study was to discern implications for teacher education programs by quantitatively and qualitatively analyzing the experiences of elementary school pre-service teachers through peer discussions for English classes.
 Methods: Personal analysis tasks on a class video and class discussions between colleagues after class demonstrations were collected as data. The data collected were analyzed using an English class evaluation tool.
 Results: As a result of the quantitative analysis, the pre-service teachers discussed various and balanced topics from the peer-to-peer class discussions rather than individual analyses. As a result of the qualitative analysis, it was found that pre-service teachers showed fragmentary feedback patterns, but actively explained their English classes, solved problems through cooperative interactions, and shared the consensus of the teacher learning community.
 Conclusion: Pre-service teachers learned and experienced the knowledge, skills, and attitudes required for professionalism in English classes in various ways through peer discussions for English classes. For effective peer discussions for English classes, appropriate and immediate feedback from instructors and guidance on social interaction skills and methods are required.