2016, Vol.1, No.2

Journal of Studies on Schools and Teaching 2023 KCI Impact Factor : 1.77

pISSN : 2508-156X / eISSN : 3022-8077
https://journal.kci.go.kr/JSST

The goal of the reflective model of teacher education is to develop in-service or pre-service teachers' professional skills by having them reflect on their teaching. The present study is designed to investigate the effect of reflective teacher education on pre-service primary English teachers' professional development. For the purpose, 34 pre-service teachers participated in the reflective sessions after microteaching. The data from the reflective feedback session was collected and analyzed by using content analysis. The findings of the study are as follows: various types of teacher knowledge including pedagogical content knowledge, curriculum knowledge, content knowledge, and knowledge on learners were found in pre-service primary English teachers' reflection; Reflections on the earlier stages of pedagogical reasoning and action process. especially on the transformation stage, were also found; Three levels of reflection were identified. It was argued that, based on the findings, reflective feedback session stimulated and framed pre-service primary English teachers' reflection.

Class Critique Training Program to be deepened and expanded for helping change of class culture and training Class Critique leaders in school. With the definition of the class critique experts, we analyzed the various other class critique training programs are being done in Korea. Also, depending on four Class Critique experts’ opinion and feedback we constructed the Class Critique Training Program. Basic – Deepened - Expert process model was constructed and presented the activities and major behavioral objectives for each stage. With the definition of the class critique experts, we analyzed the various other class critique training programs are being done in Korea. Also, depending on four Class Critique experts’ opinion and feedback we constructed the Class Critique Training Program. Basic – Deepened - Expert process model was constructed and presented the activities and major behavioral objectives for each stage.

This study's purpose is to develop in-service education programs of flipped classroom. The education programs for flipped classroom builds on professional development of teachers. For this we extract flipped classroom instruction specialty element. These modify and complement existing in-service education programs of flipped classroom. And we developed basic education program, deepen education program each 30 hours. The basic program go into the world the flipped classroom. The content of education follows as (1) understanding of classroom instruction change, (2) get to the core flipped classroom, (3) experience firsthand about flipped classroom, (4) vedio-making for flipped classroom. The deepen education program build up the teacher professional development. The content of education follows as (1) verfication about education philosophy, (2) design the flipped classroom, (3) practice and introspection 1, 2, 3 Finding of this study expected to provide flipped classroom for professional development of teachers.