earticle

영어

The purpose of this study is to examine pre-service teachers’ perception of their own school-based practicum in terms of improvement of secondary EFL pedagogical competences. Based on a reflective model of teacher education as a theoretical frame, this study depends on a mixed method through a survey with 30 pre-service teachers and interviews with three participants. The survey shows participants’ confidence of TEE implementation, participants’ expectation prior to practicum, participants’ perception of learning from in-service teachers and peer pre-service teachers, and participants’ of the difficulties in their EFL teaching. Pre-service teachers reveal different confidence in TEE according to their English proficiency. In addition, they perceive that they learned a lot about classroom interaction and motivation strategies while they learned less about the use of classroom English and differentiated instruction. From the interviews, the participants perceive that school-based practicum is helpful to develop their pedagogical competences and that they need to learn how to write teaching plans and how to construct classroom activities prior to their practicum. Based on the findings, this paper suggests that instructions of classroom English, teaching plans, and phonics should be considered in the curriculum for pre-service teachers.