초록 열기/닫기 버튼
Although the practice of microteaching is widely considered a critical component in teacher education programs, the research regarding microteaching with mainstream teachers’ preparation for teaching English Language Learners is not fully developed. Recognizing a lack of previous studies of mainstream teachers’ preparation for teaching ELLs, this study examines four pre-service teachers’ self-efficacy while working with ELLs through ESL microteaching experiences. The data consisted of two individual interviews with four pre-service teachers and researchers’ two classroom observations. Study findings indicated that the four pre-service teachers’self-efficacy was generally improved after having participated in ESL microteaching experiences because it enhanced pedagogical knowledge and provided more opportunities to evaluate their knowledge through microteaching practices. However, pre-service teachers’self-efficacy varied depending on ELLs’ diverse English proficiency, home languages, and previous teaching and working experiences with ELLs. This study provides several suggestions about how teacher educators can create a purposeful ESL microteaching experience for teacher candidates in the teacher education program.
