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An analysis of pre-service elementary school teachers’ reflection on their English teaching demonstration

  • Modern English Education
  • Abbr : MEESO
  • 2019, 20(1), pp.1-13
  • DOI : 10.18095/meeso.2019.20.1.01
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching
  • Received : December 22, 2018
  • Accepted : February 15, 2019
  • Published : February 28, 2019

Kim, Hyun Jin 1

1청주교육대학교

Accredited

ABSTRACT

This paper aims to explore pre-service elementary school teachers’ reflection on their English teaching demonstration. Seventy-one pre-service teachers participated in the study. They were asked to perform three types of teaching demonstration (demonstrating in groups, in pairs, and individually) and to write a reflection paper on their teaching. In order to find out their themes and levels of reflection, the pre-service teachers’ reflection papers were collected and analyzed. The findings of the study were as follows: Four different themes—English teaching, learners, self, and teaching demonstration task—and three levels of reflection—descriptive, comparative, and critical reflection—were identified; the most frequently mentioned theme was English teaching, which was followed by teaching demonstration task; although the least frequent level of reflection was critical, it reaches nearly 20 percent of reflection; teaching demonstration and reflection had positive potentials, influencing pre-service teachers’ perceptions of teaching and reflection on their teaching.

Citation status

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