초등교사 임용시험 2차 영어평가 실행 체제에 대한 예비교사 수험생들의 인식

Abstract

This study explores how pre-service teacher test-takers perceive the English evaluation implementation system of the second round of elementary teacher employment tests consisting of English microteaching and English interviews. Eleven pre-service teachers from A University of Education in the Seoul metropolitan area participated in this study. Data were collected through questionnaires and written interviews. Results were as follows. First, participants evaluated their general English ability and classroom English ability at an intermediate or upper level; and showed a slight lack of confidence in using English. Second, the two English evaluations were generally satisfactory in terms of schedule, procedure, points, and others, although there was room for improvement in specific areas such as times for lesson planning and practicing English microteaching, and the use of a universal framework for planning. Third, evaluation of the validity of the test itself was not good for English interview. There was an opinion that it would be better to integrate it with English microteaching. Based on these results, implications for improving English evaluation in the second employment test for elementary school teachers and suggestions for future research are provided.