초록 열기/닫기 버튼
The study aims to examine the experiences and development of student teachers during their practicums under the CLT-based curricular reform context. The participants are one mentor teacher and her three student teachers in a laboratory elementary school. The data include an English lesson per student teacher, interviews with each student teacher and the mentor teacher as well as the practicum journals, lesson plan drafts, classroom materials, and survey of the student teachers. The student teachers’ practicum experiences differed depending on their personal prior experiences and knowledge regarding English and English language teaching; interactions with mentor teachers, peer student teachers, and pupils; and the classroom contexts. These factors led to the different levels of development of the student teachers as English teachers. The student teachers basically understood the core concepts of the curricular reforms and made efforts to improve their pupils’ communicative competence with different foci across student teachers such as considering intercultural communication, enhancing pupils’ interest in learning English, emphasizing natural English input and use. However, each student teacher had difficulties implementing the curricular reforms due to the limitations of her English and teaching skills, classroom management, simple and unnatural English use recommended by the textbook based on the National Curriculum. Despite the overall satisfaction with the practicum experiences, the student teachers wanted more substantial and active mentoring of the mentor teacher. Further suggestions regarding student teaching, mentoring, and pre-service English teacher education are discussed.
키워드열기/닫기 버튼
pre-service primary English teachers, English teaching practicum, teacher development, English Curricular Reform
