Korean Pre-service Teachers Research Articles

Korean Pre-Service Teachers' Experiences of Creating an Online Teaching Portfolio in the Teacher Preparation Course

An online teaching portfolio is a digital collection of artifacts for a teacher's professional development and practice. This portfolio includes a teacher's skills, experiences, and achievements and can be used for professional growth, evaluation, and job search. Recognizing the importance of pre-service teachers' experiences of the portfolio, this study aims to understand the effectiveness of online teaching portfolios (e-portfolios) for Korean pre-service teachers. This study implemented mixed methods during the 2022 academic year, including an exit survey (n=62) and individual interviews (n=4). Study results indicated that the Korean pre-service teachers showed a positive learning experience because they could think about the connections between theory and practice while making the e-portfolio. In addition, making an e-portfolio could positively enhance the PSTs' technology integration ability in lesson planning and evaluations. Also, Korean pre-service teachers self-evaluated that they gained greater confidence in learning new technology applications in their lessons. Based on these results, several implications are discussed regarding the effective usage of online teaching portfolios for teacher preparation programs.
 
 Received: 11 September 2023 / Accepted: 19 February 2024 / Published: 5 March 2024

미국과 한국 초등 예비교사의 노티싱 역량과 유형 비교

This study compared and analyzed the noticing abilities of preservice elementary school teachers in the United States and Korea in terms of a sociocultural perspective. Noticing is a professional perspective that allows teachers to recognize students' thinking and actions during class and make teaching decisions based on it. In this study, we posed a task on fraction subtraction to preservice teachers in two countries and examined the differences in abilities and types of the three components of noticing, attending, interpreting, and responding. As a result of the analysis, preservice teachers in the two countries showed similar abilities in attending and interpreting, but Korean preservice teachers showed superior abilities in responding. In addition, preservice teachers in the two countries showed both similar and differentiated types. This is a result that reflects differences in educational culture and teaching methods, and shows differences in the sociocultural perspective of teacher education emphasized in each country. Based on the results of this study, directions for improving noticing skills were suggested by considering differences in curriculum and teaching methods by country.

Development of a TPACK Educational Program to Enhance Pre-service Teachers’ Teaching Expertise in Artificial Intelligence Convergence Education

This research focuses on developing an Artificial Intelligence (AI)-based educational program within the Technological Pedagogical Content Knowledge (TPACK) framework to enhance the competency of pre-service teachers in AI convergence education. To assess the effectiveness of this program, South Korean pre-service teachers participated in a study where they engaged in AI convergence TPACK education. Freshman students were divided into two groups: one received traditional AI education, while the other took part in the AI convergence TPACK educational program. An evaluative tool was used to measure the AI-convergence teaching skills of these pre-service teachers. The results of the study revealed that the AI convergence TPACK educational program significantly contributed to developing AI convergence teaching capabilities among the participants. Furthermore, a comparative analysis demonstrated a substantial advantage in the AI convergence education skills of teachers who participated in the TPACK program compared to those who received AI education alone. Notably, the most significant improvements were observed in Pedagogical Content Knowledge (PCK) and TPACK, which were identified as critical components of AI convergence teaching expertise. This research underscores the importance of a tailored and comprehensive approach to training pre-service teachers in the ever-evolving landscape of AI in education. It highlights the effectiveness of the AI convergence TPACK educational program in enhancing pre-service teachers' AI convergence teaching skills and emphasizes the pivotal role of PCK and TPACK in preparing educators for AI-integrated educational environments.

A Comparative Study on Civic Consciousness between Pre-service Teachers in Thailand and Korea

The purpose of this study is to investigate and compare the civic consciousness of pre-service teachers in Thailand and Korea to understand the educational culture of each country and to obtain implications for teacher education. As a result, the following results were obtained. First, Thai pre-service teachers considered the advantages of Thailand's education system providing good educational opportunities, and Korea is gaining the effects of good education. The disadvantages were Thailand's unchanging conservative education system and excessive learning, and Korea's entrance exam-oriented education system and simple teaching methods. According to the opinions of prospective teachers, both countries should make efforts to utilize the advantages and improve the disadvantages. Second, in terms of perception of the government and law, Korean pre-service teachers are more obedient to the government's authority than Thai pre-service teachers, and are also obedient to adults, teachers, and parents. On the other hand, Thai pre-service teachers thought that the judicial system was more fair than Korean pre-service teachers. In the case of Korea, the conservative and progressive regimes change frequently, so the results are likely to vary at each point of investigation. This is thought to be the same for Thailand. Third, when it comes to Asian traditional culture and identity, Thai and Korean pre-service teachers showed an attitude of empathy, and Korean pre-service teachers generally emphasized relatively higher morality and mental maturity as citizens. Fourth, when it comes to public services, Korean pre-service teachers were more critical of politicians' morality, corruption of co-authored services, and connectionism than Thai pre-service teachers. Considering the impact of teachers on students' attitudes and behaviors as democratic citizens, it is expected that the two countries will have many implications for the direction of teacher education in relation to democratic civic education if they expand the scope of investigation.

초·중등 예비교사의 교육적 공정마인드셋에 관한 탐색적 연구

This study aimed to assess the level of educational equity mindset among Korean pre-service teachers, a fundamental pillar for promoting culturally responsive teaching and education for equity and justice. To achieve this goal, we conducted an online survey using the Teachers' Equity Mindset tool developed by the MIT Teaching Systems Lab. The data was collected from 223 pre-service teachers enrolled in an elementary school teacher training institute in Gyeonggi-do and a secondary school teacher training institute in Daejeon. We conducted an exploratory factor analysis to validate the factor structure and a reliability analysis. The exploratory factor analysis revealed five distinct factors, deviating from the original five-factor structure. According to the empirically derived factors, Korean pre-service teachers demonstrated a strong educational equity mindset, particularly in areas concerning “cultural understanding of students' backgrounds” and “racial identity.” However, lower scores were observed in sub-factors such as “critical consciousness of discrimination at school” and “awareness of cultural conflicts,” compared to other dimensions. Furthermore, we investigated variations in Korean pre-service teachers' equity mindset based on different backgrounds. Gender differences analysis revealed that female pre-service teachers demonstrated a stronger equity mindset compared to their male counterparts. Based on these research findings, we provide suggestions for theoretical developments and advancements in understanding the educational equity mindset within the Korean context. Additionally we offer practical recommendations to enhance teacher training programs in South Korea, focusing on developing pre-service teachers' competence in performing equity-minded educational practices for promoting equity and justice in education.

Pre-service Elementary Teachers’ Overseas Teaching Practicum and Development of English Teacher Agency

This study examined the reflections of four Korean pre-service elementary teachers regarding their three-week overseas teaching practicum in the United States and how the overseas teaching practicum contributed to the development of their English teacher agency. The study was conducted as a case study, and the participants’ interview transcripts and final reports were collected as data for analysis. The collected data were explored using thematic analysis. Two major themes were found in this study. First, the pre-service teachers developed confident English teacher agency. Second, the pre-service teachers developed their teacher agency under full awareness of the different school cultures focusing on teacher assistance system and classroom environment management. This study highlights the teachers’ own decision to free themselves of the burden of the Teaching English in English (TEE) policy and the conservative Korean school culture. The study concludes with important implications and suggestions for future research on the pre-service elementary teachers’ overseas teaching practicum and the development of their English teacher agency.

Korean Pre-service Teachers' Self-efficacy with Online Micro-Teaching Activities in a Teacher Education Program

Korean Pre-service Teachers' Self-efficacy with Online Micro-Teaching Activities in a Teacher Education Program

Preservice Teachers’ Experiences with E-service Learning for Middle School Students in South Korea

Electronic service (e-service) learning has considerable potential to promote engagement and interactions between people by liberating spatial constraints. Due to the pandemic situation, ordinary face-to-face service learning was impossible, but there was an urgent need to support adolescent English learners in communities. In accordance with the community needs, this phenomenological study explored Korean EFL preservice teachers’ experiences and perceptions of e-service learning, focusing on the collaborative nature of learning. Based on this, we collected data from multiple sources (i.e., interviews, reflective reports, and artifacts) from 23 Korean preservice teachers majoring in English language education and conducted interviews with six teachers. The qualitative analysis of these data reveals that the Korean EFL preservice teachers seem to see four essential benefits and strengths of e-service learning: (1) the construction of their teacher identity, (2) the development of teaching-related skills, (3) the fulfillment of EFL learner needs, and (4) a social impact. They also addressed several challenges of e-service learning. Findings provide EFL teacher educators and researchers with valuable insights into e-service learning as part of teacher education.

초등 예비교사들의 영어 화용에 대한 인식

This study investigates the extent of pragmatic awareness in English of primary
 pre-service teachers. It addresses two research questions. First, do Korean learners of
 English exhibit a marked discrepancy between grammatical awareness and pragmatic
 awareness? Second, if they are less aware of pragmatic violations than grammatical
 errors, how does this manifest in their speech act strategies? To answer the first
 question, a written survey on pragmatic awareness was carried out with Korean
 pre-service teachers (N = 28). To address the second question, an acceptability
 judgment task was conducted with another group of Korean pre-service teachers (N
 = 32) and English natives (N = 65). The results showed that Korean pre-service teachers
 were less aware of pragmatic violations than grammatical errors and that their speech
 act strategies deviated from those of English natives. Regarding apology speech acts,
 they tended to use more semantic formulas compared to English natives. Concerning
 request speech acts, they relied on politeness markers rather than the negative politeness
 strategies preferred by the English natives. Finally, the study offers some suggestions
 for enhancing their pragmatic competence.

South Korean Preservice Teachers’ Self-Perception as Gifted: Impact on Teacher Self-Efficacy and Attitudes Toward Gifted Education

Teachers’ self-perception of their competence impacts their attitudes toward teaching, which in turn, influences both their practice and student outcomes. The goal of the current study is to explore South Korean preservice primary school teachers’ self-perception of being gifted and the relationship between their self-perception and self-efficacy in attitudes toward gifted education. This mixed-methods study includes a survey of 481 fourth-year South Korean preservice primary school teachers and follow-up focus group interviews with 13 of the survey participants. The survey results indicate that South Korean preservice teachers tend to not consider themselves as gifted. Also, the mean score of self-perception as gifted for the male preservice teachers was significantly higher than that of the female preservice teachers. Their self-perception as gifted was positively related to their self-efficacy in teaching gifted students and their tendency of seeing gifted education as elitist but negatively related to their support of gifted education.

An Exploratory Research on Korean Pre-Service Teachers' Field Experiences in a Teacher Preparation Program

Field experience is fundamental to preparing pre-service teachers (PSTs) for in-service teacher roles. Although many studies have explored the impact of field experience, few have examined PSTs' comprehensive experience for field practicum. This study explored Korean PSTs' experience regarding expectations, satisfaction, and evaluations through field experiences. The data was collected from a teacher education program in Korea in the 2022 academic year. The survey was conducted after the field experience (n=44). Study results showed that the PSTs reported various expectations for field experience. For example, PSTs responded that they want to meet an exemplary teacher who can serve as a role model and hope to receive help when they have any difficult problems related to field experience. Second, PSTs had high satisfaction after the field experience. They also responded that the contents (theory, method) learned from the university coursework were very helpful for their field experience. Third, PSTs responded with high ratings for the effectiveness of the field experience. Finally, PSTs reported improving their teaching ability (guide plan, teaching method, progress, teaching tools) and gaining teaching confidence. Several suggestions are provided to build an effective field experience practicum in the teacher education program.
 
 Received: 11 June 2023 / Accepted: 10 August 2023 / Published: 5 September 2023

Adopting Flipped Learning (FL) for Physical Education Pre-Service Teachers at a Korean University

Since flipped learning (FL) is a popular approach in a worldwide university classroom, expanding the scope with diverse disciplines and student populations is necessary. This study examines Korean pre-service teachers' evaluations and satisfaction with flipped learning for physical education courses. The data was collected in 2022 fall, including the course exit survey (n=103) and focus-group interviews (n=8). The results are as follows. Firstly, FL provides a convenient and adaptable learning environment for PSTs, allowing them to access course materials conveniently. Secondly, the FL format is beneficial for PSTs in developing their self-directed learning skills, as they review course materials before attending face-to-face classes. As a result, PSTs reported feeling more prepared for in-class assignments. Thirdly, PSTs praised the FL instructor as a competent educator who effectively communicated the course content in a well-organized manner. However, PSTs preferred immediate instructor feedback during focus-group discussions during face-to-face or synchronous Zoom lectures. Lastly, various recommendations were discussed for successfully implementing FL in higher education physical education courses.
 
 Received: 20 June 2023 / Accepted: 21 August 2023 / Published: 5 September 2023

Analysis of an “international teaching practicum” as a program for achieving “teacher agency” and strengthening “technological pedagogical content knowledge”

IntroductionThis research aimed to study the achievement of teacher agency of Korean pre-service teachers through their experiences in an international teaching practicum (ITP). This study also diagnosed the domestic pre-orientation (DPO) program of G University to seek the possibilities of developing a TPACK strengthening program. The participants of this study were five female Korean pre-service teachers who were in the ITP from 2015-2016.MethodsThe data were collected in two different time slots: the teaching diaries and ITP reports from the Korean pre-service teachers, DPO teaching materials, and program instructor's field notes were collected in 2016, and then, the interview was conducted in 2018.Results and discussionTo study their teacher agency achievement, the three chordal triads of agency, the iterational dimension, the practical-evaluative dimension, and the projective dimension, were spotlighted and used as the lens to analyze the data. In addition, the DPO program was analyzed based on the elements of TPACK competencies. The research shows that the ITP was a trigger experience for the Korean pre-service teachers in terms of the achievement of teacher agency. The participants could project their aspirations and then decide and execute what they had learned from the ITP in their actual Korean classrooms. Also, the need to reconstruct the DPO program to be able to assist the pre-service teachers' TPACK achievement has been raised.

Addressing automatic speech recognition for ELT from a Global Englishes perspective

Abstract Research has indicated that L2 learners frequently encounter challenges when using automatic speech recognition (ASR) in ELT. Therefore, this study explored how critical inquiries into the current ASR technology that is oriented towards native speech might elicit Global Englishes (GE) awareness among Korean pre-service teachers. Qualitative data gathered from interviews with twenty-three Korean students in a teacher education programme and their reflective journals revealed their GE awareness regarding ASR issues in ELT. Furthermore, the findings suggested that their GE awareness was influenced by their previous experiences with taking GE-informed courses and English as a lingua franca communication. Finally, these participants would be willing to incorporate GE perspectives into their future ASR-based ELT classes. It is suggested that the inclusion of GE perspectives into ELT courses be considered to encourage L2 students not to entirely conform to NS norms in ELT.

예비 초등교사의 영재 교수 효능감과 영재교육에 대한 태도에 관한 설문조사 연구

This study explores South Korean pre-service primary teachers’ sense of efficacy and their attitudes towards gifted students, and the relationship between the two variables. Teachers’ self-efficacy and their attitudes towards gifted students are important because they impact teachers’ perception and performance, which in turn could impact on the motivation and academic performance of gifted students and their chance of being identified for gifted education programs. Although many studies have emphasized the positive effects of initial teacher training on pre-service teachers’ self-efficacy and attitudes towards students, none of the universities in South Korea that offer a bachelor’s degree in primary education provides a compulsory course in gifted education, and elective course offerings are limited. In total, 481 fourth-year South Korean primary education major students participated in the survey. As a result of the survey, significant correlations were found between the pre-service teachers’self-efficacy in teaching gifted students and their supportive attitudes towards gifted students and gifted education. There was a statistically significant difference in the levels of a teacher’s self-efficacy in teaching gifted students as well as supportive attitudes towards gifted education between those who teachers who had or had not taken a course in gifted education.

Multicultural education for pre-service teachers in Korea using educational television docudramas

ABSTRACT This paper examines the level of multicultural education awareness among Korean pre-service teachers (PSTs) and suggests a teaching and learning approach to enhance their multicultural competencies. This research utilized a South Korean educational television and radio network, Educational Broadcasting System (EBS), particularly, its programme called Multicultural biographies of a mother-in-law and a daughter-in-law [다문화고부열전] as a diagnostic tool to assess PSTs’ recognition of multicultural education. The programme focuses on the challenges faced by married migrant women in Korea. The study used survey materials based on the EBS docudrama to investigate PSTs’ perceptions of multicultural education. The results showed that most PSTs understood the significance of teaching and learning about cultural diversity but had limited understanding beyond the dichotomies of the mainstream and minorities or Korean and immigrant students. The study recommends the use of docudramas as an effective tool for promoting multicultural education among PSTs in Korea

Language Learning Autobiographies, Identity Texts, and Critical Teacher Education

This paper explores possibilities of using language learning autobiographies as a form of identity texts in order to produce suggestions for critical teacher education. Specifically, we examined what insights we might gain by reframing Korean pre-service teachers’ autobiographies as a form of identity texts to develop reflective teachers, who affirm their identities and language learning histories. We thematically analyzed autobiographical reflection papers on English learning experiences of 73 undergraduate students enrolled in a compulsory elementary English education course at a public university in South Korea. The analysis revealed the predominance of referral to English private education experiences and a sense of linguistic insecurity felt by these pre-service teachers, who would later teach in public schools. Based on these findings, we provide suggestions for critical teacher education to foster critical language awareness and identity investment for the students. We conclude that language learning autobiographies, while incorporating characteristics of identity texts, might be a useful tool for critical pedagogies.

비원어민 한국어 예비교사 대상 ‘한국어교과교재연구및지도 법’ 수업에서의 학습자 경험 분석 연구

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.

예비교사의 교육실습 경험에 대한 반성과 과제

Purpose: The purpose of this study was to reflect on the teaching practicum experiences of Koreanpre-service teachers in light of Dewey's concept of an experience, and present tasks for the developmentof teaching practicum experiences in the future.
 Methods: In order to achieve the research purpose, a review of previous studies dealing with theeducational practicum experiences of pre-service teachers was conducted, and the findings were thenanalyzed the concept of ‘an experience’ in Dewey's empirical theory. Through the synthesis the experiencesof the pre-service teachers were reflected upon and tasks were concidered for them.
 Results: When considering Dewey's concept of an experience, it was reflected that the educationpracticum experience of Korean pre-service teachers was very fragmented, passive, and incomplete. As a result, three tasks were presented for the pre-service teacher's education practicum experienceto become an experience : 1) Reorganizing the curriculum so that pre-service teachers can integratetheir self and reality based on the continuity of experience, 2) Securing education practicum time sothat incomplete experiences can fully become a complete an experience 3) Transitioning from tutor-centered education to an inquiry-oriented education practicum so that the experience of pre-serviceteachers can become an intellectual experience through active, intellectual, and creative thinking.
 Conclusion: This study revealed the meaning of the experience that pre-service teachers should performand presented tasks for it. This study is meaningful in that it attempted a theoretical approach, unlikephenomenological studies that analyzed pre-service teachers' educational practicum experiences.

중등 예비영어교사의 영어 작문 채점에 영향을 미치는 요인: 자기 성찰일지 분석을 중심으로

This study aims to explore salient features of Korean pre-service secondary English teachers in EFL writing assessment. In this study, 25 Korean pre-service secondary English teachers participated in essay ratings after taking a short rater training session. In essay ratings, they were asked to follow the guidelines for scoring an instructor provided, assign scores using holistic and analytic scoring methods and leave their written comments on each essay. Participants’ performance was evaluated using a mixed method. For quantitative analysis, the consistency and severity of participants were measured by FACETS. Through content analysis, the written comments were categorized and coded using Quirkos. The results revealed that participants tended to consistently assign a score on essays by focusing on four assessment criteria. They preferred to use rubrics provided by an instructor. Second, findings showed that they took various scoring strategies depending on their writing proficiency, severity level, and consistency. Particularly, it turns out that their language proficiency was a strong factor in influencing their performance in ratings. It suggests that pre-service teacher education programs for secondary English teachers should provide a curriculum for English essay writing, and a rater’s workshop to improve professionalism and confidence in writing assessment-related practices.