| 초록 |
Using the sequentially mixed design combining a quantitative-qualitative phase of analyses, this paper examines how perspectives on a "good teacher" held by pre-service teachers have changed over the course of the teaching practicum with respect to the three domains of EFL teaching pedagogy (i.e., teaching approach, language use, and the quality of teaching). The results reveal that significant changes in perspectives are found in the teaching approach and language use categories while the perspective on the quality of teaching remain stable over the practicum. More specifically, pre-service teachers' perspectives on a "good teacher" have been shifted toward a more teacher-directed mode of instruction and less use of English as an instruction-medium language. The findings show that the traditional EFL classes underlying the teacher-centered pedagogy serve as a key factor to influence the changing perspectives on a good teacher. This paper argues that in order to facilitate the perspective change process in synergic ways, teacher training programs for pre-service teachers need to pay attention to how they incorporate a collaborative mode of instruction into the traditional EFL class during the practicum. |
