예비영어교사의 참관실습 경험을 통한 교사로서의 정체성 형성 과정 분석 = An Analysis of the Teacher Identity Formation of Pre-service English Teachers over their Practicum

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate how pre-service English teachers have formed and changed their identity as a teacher while participating in their teaching practicum. Ten pre-service student teachers majoring in English education participated in this study. The pre-survey was conducted in order to collect information about the teachers’ perspectives on teaching practicum before they participated in it, and the post-survey and an in-depth interview were performed after the practicum. According to the results of data analysis, it indicated that what student teachers expected from in-service teachers was different from what they actually observed in the practicum. In other words, they expected that in-service teachers would emphasize the communicationcentered class; however, they realized most in-service teachers would utilize the grammar-translation method. Also, student teachers seemed to make sure of becoming English teachers through the practicum. Finally, it is said that this practicum worked as a process of forming identity, obtaining professional knowledge, and making sure of what they have learned so far. Additionally, this study makes its suggestions from the pedagogical perspective on Korean English teacher’s identification formation.

목차 (Table of Contents)

• 1. 연구의 필요성 및 목적
• 2. 이론적 배경
• 3. 연구 내용 및 방법
• 4. 자료의 분석 결과
• 5. 결론
• References

참고문헌 (Reference)

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