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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 한국응용언어학회 응용언어학 응용언어학 제32권 제1호
- 발행연도
- 2016.3
- 수록면
- 143 - 174 (32page)
- DOI
- 10.17154/kjal.2016.3.32.1.143
이용수
초록· 키워드
오류제보하기
The purpose of this study was to explore preservice language teachers’ problems and to provide a basis for the development of preservice teachers’ problem solving skills. For this purpose, this study explored the nature of pedagogical problems while enrolled in a final year course of tutoring English. Ninety-four weekly Reflective Mentoring Journal (RMJ) by twenty preservice English teachers written for problem solving were collected and examined. The findings were as follows: First, the pedagogical problems were found to
emerge in two types, ‘Factual’ and ‘Responsive’ problems. A Factual problem referred to an objective statement of a problem, whereas a Responsive problem indicated a statement of difficulty in or perplexity of tackling the problem. In addition, pedagogical problems were found to originate from four possible problem sources: teacher, student, material, and context. This finding indicates that the target of preservice teachers’ reflection was focused on these factors. Finally, this study also found that pedagogical problems could represent challenging interactions among the four factors. Based on the findings, this study presents a model of potential sources of pedagogical problems which may emerge in preservice English teachers’ reflection for problem solving. Despite the limitation of a limited context of tutoring, this model suggests insights for language teacher education, as well as for further studies on preservice language teachers’ problem solving skills.
emerge in two types, ‘Factual’ and ‘Responsive’ problems. A Factual problem referred to an objective statement of a problem, whereas a Responsive problem indicated a statement of difficulty in or perplexity of tackling the problem. In addition, pedagogical problems were found to originate from four possible problem sources: teacher, student, material, and context. This finding indicates that the target of preservice teachers’ reflection was focused on these factors. Finally, this study also found that pedagogical problems could represent challenging interactions among the four factors. Based on the findings, this study presents a model of potential sources of pedagogical problems which may emerge in preservice English teachers’ reflection for problem solving. Despite the limitation of a limited context of tutoring, this model suggests insights for language teacher education, as well as for further studies on preservice language teachers’ problem solving skills.
목차
Ⅰ. INTRODUCTION
Ⅱ. LITERATURE REVIEW
Ⅲ. RESEARCH DESIGN
Ⅳ. FINDINGS & DISCUSSION
Ⅴ. CONCLUSION
REFERENCES
참고문헌 (27)
참고문헌 신청
Bailey, K. M., Bergthold, B., Braunstein, B., Fleischman, N. J., Holbrook, M. P., Tuman, J., Waissbluth, X., & Zambo, L. J. (1996). The language learner’s autobiography: Examining the “apprenticeship of observation.”. In D. Freeman and J. C. Richards (Eds.), Teacher Learning in language teaching. (pp. 11-29). Cambridge: Cambridge University Press.
Bartlett, L. (1990). Teacher development through reflective teaching. In J. C. Richards and D. Nunan (Eds.), Second language teacher education (pp. 202-214). New York: Cambridge University Press.
Benson, P. (2013). Teaching and researching: Autonomy in language learning. Retrieved, August 10, 2015, from the World Wide Web at: http://www. asahi-net.or.jp/~gj7h-andr/asia2006/antonomous_ learning.pdf
Busovska, Z. (2002). Applications of the I-Thou-It Framework to teaching English as a foreign Language in Macedonia. IPP Collection, 373. Retrieved, April 10, 2015, from the World Wide Web:
Dewey, J. (1933). How we think. Boston D.C.: Heath & Co., Publishers.
Bartlett, L. (1990). Teacher development through reflective teaching. In J. C. Richards and D. Nunan (Eds.), Second language teacher education (pp. 202-214). New York: Cambridge University Press.
Benson, P. (2013). Teaching and researching: Autonomy in language learning. Retrieved, August 10, 2015, from the World Wide Web at: http://www. asahi-net.or.jp/~gj7h-andr/asia2006/antonomous_ learning.pdf
Busovska, Z. (2002). Applications of the I-Thou-It Framework to teaching English as a foreign Language in Macedonia. IPP Collection, 373. Retrieved, April 10, 2015, from the World Wide Web:
Dewey, J. (1933). How we think. Boston D.C.: Heath & Co., Publishers.
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UCI(KEPA) : I410-ECN-0101-2016-701-002543685