Pre-service Secondary English Teachers Research Articles

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.

(Re)Active Praxis: Valuing Linguistic Diversity: Transforming the Teaching of Grammar for Rural Preservice Secondary English Teachers

This essay examines how I reconfigured a required applied grammar course taken by preservice teachers at the university where I teach. Because a significant number of the preservice teachers I work with come from and will teach in rural areas in the southern Appalachian region, the course redesign aimed to increase their confidence in their own language abilities and prepare them for the linguistic diversity they will find in their future classrooms. Drawing on research by linguists, especially Black English scholars, and using a combination of systemic functional linguistics and linguistic pragmatics, I explore how and why I transformed a traditionally taught grammar course to one that values linguistic plurality.

Prospective English Teachers Learn to Respond to Diversity in Students’ Writing through the Student Writing Archive Project (SWAP)

Responding to students’ writing is integral to English teaching. However, preservice secondary English teachers (PSETs) often have few opportunities to practice this skill or to see how experienced teachers respond to diverse writers. I built an online database of students’ writing, teacher feedback, and teacher interviews; 32 PSETs in my English methods courses explored this database in conjunction with fieldwork in local classrooms. In this article, I analyze PSETs’ database discussion forum posts, comments on field-placement students’ writing, and reflections about learning to provide feedback. Reading teachers’ feedback positioned PSETs as students, evoking recollections about receiving teacher feedback, while writing their own feedback positioned them as teachers, evoking visions of what a writing teacher must do/be to claim authority in the classroom. All but two PSETs provided feedback of the kind they had claimed to hate. Those two adapted approaches they encountered in the database, learning to draw on their own writing histories as resources for responding with authority.

A Case Study of the PBL Program for Pre-Service Secondary English Teachers

본 연구는 문제 중심 학습(Problem-Based Learning: PBL)을 활용한 수업이 예비 교사 양성 과정에 적합한지를 알아 보기 위해 한 학기 동안 영어 교과교재론 및 지도법 수업을 PBL로 운영한 결과를 분석한 사례 연구이다. 수강생 8명을 두 개의 그룹으로 나누고 한 차시 수업 계획서를 작성을 하는 것을 ‘문제’로 제시하여 수업 계획서를 작성하기 위한 이론을 공 부하고 수업 계획서를 작성하는 전 과정을 그룹원들과 협력하여 수행하게 하였다. PBL로 운영한 수업에 대한 만족도와 수 업을 경험한 소감은 설문지와 성찰 일지를 통해 조사하여 결과를 분석하였다. 학생들은 PBL 활동에 전반적으로 만족했으며 처음에는 낯설고 힘들었지만 문제를 해결하기 위해 함께 활동하는 과정을 통해 많이 배웠다고 응답하였다. 또한 짜임새 있 게 전개된 각 과정의 활동을 직접 하면서 수업 계획서를 작성하는 방법을 체득한 것이 본인들의 학습에 도움이 되었을 뿐 아니라 앞으로 교육 현장에서 수업을 설계하는 데 크게 도움이 될 것이라고 평가하였다. 무엇보다 학점을 잘 받기위해 서로 경쟁을 하지 않고 서로 도와 해답을 찾아가는 과정에서 더 많이 배우고 크게 성장할 수 있었다고 했다. 그리고 한 학기 동 안 PBL 활동을 한 자료들이 포트폴리오로 정리되어 학습과 결과의 전 과정을 모두 모은 자신만의 수업 자료를 갖게 된 것 에 매우 만족하였다. 이상과 같이 본 연구에서 PBL을 활용하여 예비 교사 양성 프로그램의 운영한 결과는 만족스러운 것으 로 확인되었다. 그러므로 예비 교사 양성 과정에서 PBL을 적극적으로 활용할 것을 제안한다.

The Precarious Position of the Black Settler Pedagogue: Decolonizing (De-weaponizing) Our Praxis through the Critical Reading of Native Feminist Texts

This article explains how Native feminist texts are helpful in challenging preservice secondary English teachers to examine what the author calls “settler teacher syndrome,” a condition in which classroom teachers make instructional, pedagogical, and disciplinary decisions that support settler colonialism.

A Study on Pre-Service Secondary English Teachers’ Attitudes towards Multicultural Education

The purpose of this study is to explore pre-service secondary English teachers’ attitudes towards multicultural education in South Korea. The independent t-test showed that there was no statistically significant difference of attitudes towards multicultural education depending on gender, taking practicum and multicultural education classes through a survey questionnaire (n = 114). However, there were five statistically significant differences between the attitudes towards multicultural education and the perception of the importance of multicultural education in English education curriculum. Nine interviews with pre-service English teachers were also conducted. This study invites discussions on the implementation of the multicultural education policy at schools in South Korea.

Narratives that Inform Pre-service Secondary English Teachers’ Writing Instruction and Pedagogy

Narratives that Inform Pre-service Secondary English Teachers’ Writing Instruction and Pedagogy

An interactive digital platform for preservice secondary English teachers’ reading: First iteration findings

<p>Preservice teachers of secondary English need sustained and confident experiences of the pedagogical affordances of information and communication technologies (ICTs), to overcome the constraints perceived by their secondary teaching colleagues. They also need to rapidly develop an extensive knowledge of adolescent fiction titles for progressing the reading engagement and success of their future students. Building on the students’ acceptance of ICTs, this study examines the impact of using an interactive digital platform within preservice secondary English courses, for adolescent reading requirements. This paper reports results of the first iteration of the innovation. Data were collected via a questionnaire and results show that using an interactive digital platform with social networking characteristics for writing and reading book summaries, augmented knowledge of titles, increased motivation for reading, developed a repository of titles for use in the first year of teaching, and demonstrated how a digital platform might be successfully used in schools. Recommendations for the second iteration of the innovation are also reported.</p>

The Perspectives of Pre-service Secondary English Teachers in Graduate School of Education on the Use of Multimedia in English Education

The Perspectives of Pre-service Secondary English Teachers in Graduate School of Education on the Use of Multimedia in English Education

A study on the curriculum for training pre-service secondary English teachers

A study on the curriculum for training pre-service secondary English teachers

The Preparation of Preservice Secondary English Teachers in Writing Instruction: A Case Study of Three California Colleges' Education Programs

This case study of three teacher education programs in California colleges aimed to answer two questions through informal interviews of methods course instructors and analysis of the associated course syllabi: First, what assumptions or theories of professional development appear to inform the various methods courses for preservice secondary English teachers? Second, how do these assumptions shape the way that preservice teachers in these methods courses are taught to teach writing? These assumptions and theories include little to no instruction in the teaching of writing to pedagogy firmly rooted in teaching writing. This study concludes with four major findings that reflect current writing pedagogy in three secondary English methods courses. This research is relevant to teacher educators because it suggests that “writing instruction”—depending on how the term is defined—is occurring in the methods course but that factors outside of the methods classroom should be included in further research of how preservice secondary English teachers are taught to teach writing.

“Not Quite Teaching for Real:” Preservice Secondary English Teachers’ Use of Technology in the Field Following The Completion of an Instructional Technology Methods Course

This qualitative study examines the ways in which graduate preservice secondary English teachers integrate technology into their practice during the semester immediately following a content-specific course in methods of teaching with technology. Findings indicate the necessity of establishing connections between introductory coursework and subsequent methods courses. If the programs aim at producing technology-using teachers, then teachers must be equipped with hands-on experiences and critical examination of instructional models offered. Faculty must move from talking about technology to modeling effective teaching with technology. Similarly, if preservice teachers are expected to integrate technology into their fieldwork, they must be placed with supportive cooperating instructors who will provide the instructional autonomy needed to investigate new uses of new tools.

Mediating Generational Shift in Secondary English Teaching in Australia: The Case Study of ``Built''

Two years into the new millennium,there is still a considerable mismatch betweenthe aspirations of the official Englishcurriculum in Australia (in both compulsory andpost-compulsory schooling) and the curriculumenacted in secondary English classrooms by anaging teaching profession, in four criticalareas of teacher experience: teachers' use ofmultimodal texts; their metalinguisticknowledge; their understanding of criticalsocio-cultural practice; and their confidencewith integrating Information and CommunicationTechnologies (ICT) into their learning andteaching. The current generation of pre-servicesecondary English teachers in Australia arethose who are ``in-between'' in each of thesefour areas. In their one year Diploma ofEducation program at the University ofMelbourne, a cohort of such pre-service Englishteachers are using a CD ROM (``BuildingUnderstandings in Literacy and Teaching'' –``BUILT'') to develop understandings aboutlanguage, text and ICTs as integratedpedagogical resources. Using innovative andauthentic multi-media, BUILT was designed tooffer a social semiotic account of language andan account of texts as multi-modal socialproducts. BUILT models active, engaging,reflective pedagogy and provides noviceteachers with opportunities to rehearse theforms of ICT they could be integrating in theirclassroom teaching as they learn about languageand literacy themselves. Working with such amulti-media resource, these novice teachers aresupported in accommodating both new theoreticalperspectives and new modes of learning with ICTthat have the potential to transform the shapeof English teaching in the 21st century.