HC-TPACK 모형 개발 및 적용

In recent times, more attention has been directed towards identifying international trends and ‘best’ practice for assessing pre-service teachers’ classroom performance. Previous attempts to assess Oman’s preservice teachers were based on adopting a psychometric/measurement assessment practice, whereby performance was measured by grades. Such an approach, in recent times, has been viewed as being fundamentally flawed in its attempts to measure pre-service teachers’ classroom practices. This is primarily due to its inability to authentically assess teacher’s learning in the classroom setting. Further underpinning this problem, is that Omani pre-service teachers are expected to undertake an International English Language Testing System (commonly referred to as IELTS), as a measurement of their English proficiency. This approach is problematic, in principle, as it is positioned after graduation and therefore forms no connection to the pre-service teachers’ school experience nor does it add to quality teaching and assessment. This recent shift in thinking, as to the idea that educational assessment should be based on psychometric measurements and grades, has evolved into assessment practices which encourage the integration of assessment into the learning and teaching environment. This thesis is concerned with how the pre-service English Language teacher’s classroom performance is assessed in Oman. Drawing on the work of Gipps (1999, 2002), this thesis adopted a sociocultural perspective to investigate the phenomenon of assessment practices associated with evaluating pre-service teacher’s classroom performance during school-based professional experience (also known as teaching practicum). Understanding assessment practices from a sociocultural perspective and its current practices such as authentic assessment and Assessment for Learning (AfL) assists pre-service teachers to learn so as to become professional, qualified teachers. To achieve the aims of this study, the thesis adopted a qualitative hermeneutic phenomenology approach to investigate the assessment phenomenon and to gain a deep understanding from the key stakeholders involved in the phenomenon. To enable this, the data collected from three higher education institutions, namely Sultan Qaboos University (SQU), Rustaq-College of Applied Sciences (CAS) and Nizwa University and their participating schools. A range of different data sources obtained: assessment texts which position pre-service English Language teachers; three-series of interviews with the different stakeholders: three pre-service teachers, three cooperating teachers and four university supervisors to reveal their experiences; and observing the phenomenon in situ to triangulate with the aforementioned data. Implementing hermeneutic phenomenology, the obtained data analysed using two approaches: Critical Discourse Analysis (CDA) and Interpretive Phenomenological Analysis (IPA) so that the existing practices for assessing pre-service English language teachers’ classroom performance in Oman were captured. The analyses revealed that each institution has its assessment practices influenced by its socio-political structure, yet SQU, unlike Rustaq-CAS and Nizwa University, is distinguished in relation to its pre-determined set of professional standards for graduating teachers; explicit assessment criteria that are shared and discussed with pre-service teachers; collaboration between all stakeholders in the assessment process; a clearly defined role for the cooperating teacher as mentor; effective feedback provided to the pre-service teacher; using portfolios to record and document the pre-service teachers achievements; and effective self- and peer-assessment strategies. These practices are mostly experienced by stakeholders at SQU due to its international accreditation under the influence of the standards based on the American Council on the Teaching of Foreign Languages (ACTFL). The findings suggest that SQU assessment practices are more aligned with the indicators of international best practice, compared to that of Rustaq-CAS and Nizwa University. Similarly, SQU had a better understanding of assessment practices from a sociocultural perspective. This means that within the context of assessing pre-service teachers’ classroom performance in Oman, the findings are not about each higher education institution but about producing quality teacher graduates by reforming the Omani assessment practices. Having SQU as a model in Oman, the key recommendations for policy and practice from this study are to: 1) set a national professional standards for teachers; 2) have explicit assessment criteria that align with the professional standards; 3) share the assessment criteria for success between all stakeholders in the phenomenon; 4) strengthen the collaboration between schools and universities as well as university supervisors and cooperating teachers,5) make the role of the portfolio more explicit in terms of monitoring and enhancing pre-service teacher development and learning; 6) empower the cooperating teacher to provide a more meaningful mentoring role to pre-service teachers; 7) provide explicit training in effective peer and self-assessment strategies for pre-service teachers in the classroom context and 8) provide explicit training in understanding and delivering quality feedback on classroom performance for all stakeholders.

Introduction: Although there is ambiguity about the elements of teacher knowledge, all researchers accept that being able to anticipate what errors can be made, the reasons for and the strategies to overcome these errors, in short, the knowledge of students is important for student achievement. In this study, knowledge of students refers to being aware of students’ possible errors and underlying reasons for these errors and knowing how to overcome these errors. Based on this consideration, the purpose of this study is to investigate pre-service elementary teachers’ knowledge of students on the subtraction topic. Methods: Considering the purpose, the data were collected from 118 pre-service elementary teachers who were enrolled in a four-year Elementary Teacher Education program via a task-based questionnaire related to the topic of subtraction and semi-structured interviews following the questionnaire. The task-based questionnaire included three completed incorrect subtraction tasks and was prepared considering the related literature and the elementary school mathematics curriculum of Turkey. Each task in the questionnaire contained a different type of error. The pre-service elementary teachers’ answers to the task-based questionnaire were categorized as correct, partially correct, wrong, or no answer by means of categorical analysis. The pre-service elementary teachers who gave correct and partially correct answers to the tasks were asked to participate in the second part of the study to learn their possible strategies to overcome the errors made in the tasks. Results: As a result of the quantitative and qualitative analysis of the pre-service elementary teachers’ responses, it was found that their knowledge of students for subtraction is limited. Specifically, although the pre-service elementary teachers were partially able to identify the errors in the first and second task, they were not able to identify the error in the third task. Furthermore, they were better able to determine a more commonly occurring subtraction error compared to the uncommon ones. The pre-service elementary teachers could not identify the underlying reasons that led the students to the errors. They could not explain what conceptual knowledge related to the topic of subtraction the student lacked that resulted in the errors. As the pre-service teachers did not attain these reasons, they were not able to provide strategies to overcome these errors different than restating the rules or procedures to overcome students’ errors. Discussion: Only being able to identify the errors is not enough to make the instruction effective. Teachers also need to know and provide a rationale for why the errors happen and how to overcome them (Even & Tirosh, 1995). Contrary to this statement, the pre-service elementary teachers in this study could not attempt to understand the students’ thinking or could not explain the reasons behind students’ errors with the notion of subtraction. Son (2013) emphasizes that pre-service teachers tend to explain the reasons for students’ errors as procedural. Similar to this emphasis, the pre-service teachers identified the errors as resulting from not applying procedures carefully or not enough knowing algorithms to find correct solutions. However, without addressing the reasons or focusing on procedures does not promote students’ understanding of the related topic (An, Kulm, & Wu, 2004). The pre-service teachers’ difficulties in identifying the possible conceptual reasons may result from deficits in knowledge of students (Fennema & Franke, 1992; Ball et al., 2008). Limitations: The findings were limited with the responses of the pre-service elementary teachers participating in this study. Moreover, the pre-service elementary teachers’ knowledge of students was investigated within the scope of subtraction. Conclusions: Although the pre-service elementary teachers could identify students’ errors on subtraction, they had difficulty in identifying the reasons and suggesting strategies to overcome the errors. Therefore, it can be concluded that the pre-service teachers’ knowledge of students for the topic of subtraction is limited. An implication of this is that teacher educators need to include error-analysis tasks to help pre-service teachers be aware of the importance of their knowledge of students.

<span lang="EN-US">Previous research on pre-service teachers’ motivation to pursue a career in teaching found different results. Some research found altruistic motivation dominant in determining career decisions, while others suggest extrinsic or intrinsic motivation. The current study extended the topic by relating pre-service English teachers’ motivation to teach to English-speaking self-efficacy. There were 94 pre-service English teachers of different semesters participated in this study. Data were collected with a Likert-type questionnaire. Pre-service English teachers have a high motivation to pursue a career in teaching, and extrinsic motivation was the most dominant motive. The nobility of the profession, sustainability of job demand, inspiration from the teachers, and flexible working hours are among the extrinsic motives. The pre-service teachers also have a high level of English-speaking self-efficacy. However, they still have problems with anxiety, the use of idioms, the use of accurate grammar and vocabulary, and fluency. Between motivation to teach and their speaking self-efficacy lies a significant positive correlation at a moderate level. This moderate level of the relationship suggests that English-speaking self-efficacy is not a determining factor in motivating pre-service English teachers to have a career in teaching. Consequently, some English teachers may have inadequate proficiency in the language they teach.</span>

As many EFL countries introduce digital textbooks and AI-based language education, the importance of enhancing pre-service language teachers’ Technological Pedagogical Content Knowledge (TPACK) in language teacher education is increasingly being emphasized. This qualitative case study examined how 13 pre-service English teachers applied various elements of TPACK through their participation in a chatbot-integrated course designed to provide hands-on, design-based experience. Analysis of participants' weekly reflection journals revealed their evolving engagement with TPACK elements, Design Knowledge, and contextual considerations. As the semester progressed, the pre-service English teachers demonstrated enhanced TPACK contribution through their growing capacity to integrate technology in language instruction and deeper understanding of pedagogical implications. The preservice teachers were also able to better combine chatbot and language teaching and became more confident in situating themselves as effective English teachers through the course. The study provides a comprehensive TPACK-based framework for language teacher educators to evaluate and develop preservice teachers' technological, pedagogical, and content competencies in technology-enhanced instruction. These findings offer practical implications for language teacher educators seeking to incorporate TPACK-informed approaches in their course design and professional development programs.

Microteaching, one of the teacher training techniques in-use to help pre-service teachers gain knowledge and experience with teaching, is conventionally provided on-campus. However, the COVID-19 pandemic necessitated a switch to remote education, thereby moving teacher training practices to online platforms. This novel situation indicated a need to understand pre-service English language teachers’ experiences of their microteaching practices conducted on online platforms. To this end, this study adopted a qualitative research design. Over a semester, 62 pre-service English language teachers provided written reflective papers after they delivered their microteaching online. Thematic analysis of the data revealed that the participants attributed positive qualities to their online microteaching; however, the challenges they met outnumbered these qualities. The most frequently stated qualities involved valuable experience with online teaching, improved technology use and knowledge, and reduced anxiety. On the other hand, the main drawbacks were poor internet connection, low engagement in classes, and limited interaction. The significance of these findings lies in the fact that several courses of action are available to improve the effectiveness of the praxis and highlight its strong sides. Therefore, the findings were discussed in line with the relevant literature, and recommendations were offered for both pre-service teachers and teacher educators.

Understanding the factors that demotivate English language pre-service teachers is crucial, as these future educators will significantly influence their students’ motivation and engagement with language learning. This study investigates key demotivation factors among pre-service teachers enrolled in an English education program at a public university in Indonesia. Using a sequential explanatory design, data were collected through questionnaires distributed to pre-service teachers, followed by semi-structured interviews with four selected participants. Quantitative data were analyzed using SPSS 23, while qualitative data were examined through thematic analysis. The quantitative findings reveal that a lack of intrinsic motivation, along with concerns about teacher competence and teaching styles, are the most prominent demotivating factors. The qualitative findings further reveal that performance pressures such as test scores intensify these experiences, helping to explain how certain factors become highly demotivating despite their lower statistical prominence. The study also contributes theoretically by extending Sakai and Kikuchi’s demotivation framework, showing how teacher-related issues, learning content, and learner psychology interact to shape pre-service teachers’ demotivation in the Indonesian EFL context. This can be achieved through more engaging coursework, opportunities for meaningful teaching experiences, and mentorship by competent educators. Furthermore, ongoing professional development for in-service teachers should also prioritize strategies to maintain motivation and improve instructional quality. By addressing these factors, both pre-service and in-service teachers will be better equipped to create motivating classroom environments, ultimately enhancing students ’ learning of English as a foreign language. The implications of these findings underscore the urgent need for teacher education programs to focus on developing and sustaining pre-service teachers’ intrinsic motivation.

Information Communications and Technology (ICT) was first introduced through the Smart School project in 1997. Results from past studies on teachers’ use of ICT were mixed whereby their confidence in using ICT and their use and integration of ICT in their classroom practice were incoherent. Hence, this study intends to investigate the confidence level and skills of current pre-service teachers in teaching the English language through the use of ICT. Forty six pre-service English language teachers were selected purposively from a local university and a teacher training college, based on these few criteria set within the limitations of this study. This atudy adopted and adapted the questionnaires from the ICT Integration Survey (Spazak, 2010) and Technological Pedagogical and Content Knowledge (TPACK) by Mishra and Koehler (2006). These questionnaires are adopted for the purpose of understanding the pre-service teachers’ technological skills, as well as their content and pedagogical knowledge of English language teaching at the point in time when the data was collected. The data collected were analysed using the Statistical Packet for the Social Sciences (SPSS). Results showed that pre-service English language teachers are confident users of ICT, both for their own personal interests and to integrate ICT in their teaching. However, it is also found that pre-service teachers are skilled in ICT because they have been exposed to it since young. Further results that have emerged from this study revealed that there is no relationship between the time used in ICT and the confidence or skills in using ICT.

The 21st century has emerged as an era of accountability and standardisation for the teaching profession (Mikulec & Miller, 2012). The current research is comprised of 4 interrelated empirical studies which measure and explore individual differences in perceptions of teacher-student boundaries in the secondary school context from an ethical perspective. This research is timely given it has been 8 years since the Teacher Code of Conduct was introduced in Victoria (The Institute, 2008). While the relationship between teachers and their students has been recognised as a powerful contributor to learning, engagement, and development, the professional limitations of teacher-student interactions have been relatively unexplored. Further, technological advances in the last decade have created new environments that potentially expose teachers to new possibilities and vulnerabilities such as Social Networking Sites (SNS). Within a contingency framework for ethical decision-making (Ferrell & Gresham, 1985) the current research employs a mixed-methods approach and a cross-sectional design. Participants were preservice secondary teachers (N = 288) enrolled at a Victorian university and early career secondary teachers (N = 227) registered in Victoria. All participants completed a questionnaire during class time (preservice) or online (early career) which took approximately 40 minutes. In the absence of a measure of attitudes towards teacher-student interactions and behaviours, the Professional Interactions and Behaviours Scale (PIBS) was developed and validated in Study A. Based upon the Victorian Teacher Code of Conduct, (The Institute, 2008), 5 types of teacher-student interactions were educed from the items; emotional support, physical support, teacher disclosure, connectivity, and befriending. Although average endorsement was modest, early career teachers reported higher endorsement of teacher disclosure and preservice teachers provided greater approval of connectivity and befriending. An opportune international collaboration enabled further comparisons with preservice secondary teachers in Norway (N = 227), who demonstrated greater endorsement of the provision of physical support to students than Victorian preservice teachers. Differences in reported ethical training provided during teacher education are also noted and considered as a context for the development of attitudes toward professional behaviour. Utilising a person-centred approach, Study B explored profiles of trait-like characteristics among the Victorian preservice teachers through cluster analysis. This study proposed that individual differences in personality (Mc Crae & Costa, 2003) and attachment style as defined by Bartholomew (1990) may relate to other personal characteristics such as the need for popularity, domains of contingent self-worth and perceptions of professional behaviour as measured by the PIBS. Preservice teachers described as “responsive resilient” in personality were more likely than “curious & sensitive ambiverts” to endorse teacher provision of emotional support to students. Further, securely attached individuals were more likely to endorse the provision of physical support than dismissive individuals. Study C utilised a mixed-methods approach to explore profiles of teacher-student interactions styles in early career secondary teachers and their responses to ethical dilemmas relating to teacher-student boundaries. Four profiles emerged; “sparing investors”, “reserved professionals”, “relational enthusiasts”, and “supportive ambitious” and in terms of interpersonal goals, professional expectancies and values, burnout, career satisfaction and career aspirations. Few quantitative differences were observed between profiles in terms of ethical decision-making, yet thematic analysis highlighted contextual considerations and protective behaviours as key considerations of early career teachers. Study D explored current and prospective social networking behaviour and found both preservice and early career teachers were highly engaged with SNS, with preservice teachers reporting greater usage. Almost half of participants in both the preservice and early career samples reported negative experiences as a result of online social networking such as bullying or workplace issues. In relation to connecting with students, early career teachers were more likely to accept a friend request from a past student than preservice teachers. Taken together, these studies explore individual differences in teacher-student boundaries as they are perceived by preservice and early career teachers in Victoria. The PIBS is presented as a valid contemporary measure of perceptions towards teacher-student interactions, and differences of experience and culture considered. Implications of the findings are considered in relation to teacher selection processes, the ethics curriculum in teacher education, and regulation of the teaching profession in Australia.

Background Although preservice teachers bring well-established views of teaching to their teacher education programs, Tabachnick and Zeichner (1984) claimed that it is possible to amend preservice teachers’ views. They portrayed the learning of teachers as a negotiated and interactive process rather than as one that is predetermined by teachers’ prior experiences. Feiman-Nemser (2001) suggested that having preservice teachers examine their beliefs in light of images of good teaching should be one of the central tasks of preservice teacher education. Purpose The study reported in this manuscript was conducted in an effort to document and examine the interplay between novice teachers’ personal theories, their mathematics education coursework, and their field experiences. Research Design Using all four methods of data collection attributed to ethnographic research (Eisenhart, 1988)—artifact collection, participant observation, ethnographic interviewing, and researcher introspection—this interpretivist study (Zeichner & Gore, 1990) attempted to document and examine the learning of seven preservice elementary teachers as reflected in their mathematics methods coursework and subsequent field experiences. Findings This manuscript describes three tasks from the mathematics methods course—critiquing an essay written by a teacher as she reflected on her teaching practice; working one-on-one with a child in mathematics for an extended period of time; and observing an experienced teacher teach an elementary mathematics lesson—that provided preservice elementary school teachers with opportunities to learn and grow as teachers by making their beliefs explicit and then reflecting on their beliefs and linking these beliefs to the practice of teaching mathematics. The tasks described engaged the preservice teachers in examining beliefs critically in relation to visions of good teaching, developing an understanding of learners and learning, and developing the tools and dispositions to study teaching. Conclusions While an analysis of the data showed evidence that the preservice teachers became aware of their beliefs, reflected on their beliefs, and began to change their beliefs, the purpose of this manuscript is not to claim that the teachers changed for the good and that this change was enduring. Rather, the goal is to illuminate the tasks, provide the preservice teachers’ responses and reactions to the tasks, and to argue that these tasks constitute a form of learning to teach mathematics through assisted performance.

Though teacher educators nationwide are considering ways to provide urban placements for pre-service teachers (PSTs), little research has examined how PSTs experience placements in schools operated by charter management organizations (CMOs). This study considers CMOs—which often hold particular instructional and classroom management philosophies—as a specific type of school-based learning environment. We draw from a Discourse analytic theoretical framework using qualitative methodology to study how three English education focal PSTs experience disconnections between student-teaching placements at CMO schools and their teacher education program. Findings suggest three ways teacher educators can support PSTs in navigating school-based learning. PSTs in this study experienced contexts and philosophies that varied greatly between their schools and teacher education program. Implications include: (1) PSTs must feel that others in their schools value their learning; (2) PSTs in cohorts must feel they belong to learning communities; and (3) PSTs need support in confronting paradoxes they face between theory and practice.

This study arose from a desire to investigate initial teacher education for primary school mathematics teachers in Hong Kong. A conceptual framework for analyzing pre-service teachers’ mathematical knowledge and beliefs informed this qualitative investigation. The purpose of the study was to scrutinize both the cognitive and affective domains in mathematics teaching of pre-service primary teachers within the analytical framework. This paper seeks to capture three cases of Hong Kong pre-service primary teachers holding different views about mathematics teaching and learning as revealed by a beliefs survey. Their mathematical knowledge was examined along with a questionnaire, individual interviews, and an analysis of the lesson plans they provided. Through triangulation, it was found that these pre-service teachers’ beliefs about mathematics teaching and learning correspond to their pedagogical content knowledge to some extent. The results of lesson plan analysis were mostly consistent with those in the questionnaire and interviews although some of the interview data were inconsistent with the questionnaire results. Such inconsistency seemed to suggest that pre-service teachers’ reform-oriented mathematical beliefs were impacted by some traditional values such as Confucianism. Implications are discussed regarding the relationship between knowledge and beliefs in mathematics education as well as the theory of teacher competencies.

Summary In light of the growing diversity in European and Slovenian schools, equity-centered plurilingual pedagogies have gained prominence across the political, educational, and scientific spectrum. This gives particular weight to this study, which aims to contribute to the understanding of the complexity of factors that promote the mainstreaming of plurilingual pedagogies. The concept of Linguistically Sensitive Teaching (LST) was used as a lens to study pre-service teachers’ perceptions of plurilingual pedagogies in their educational context. More specifically, the study aims to examine pre-service teachers’ perceptions of the relevance of plurilingual pedagogies for their future profession and their understanding of the teachers’ competence in regard to the implementation of plurilingual pedagogies in Slovenian schools. Data from 27 pre-service primary education teachers from the University of Ljubljana of the Faculty of Education were examined. Reflection prompts were used to stimulate and guide the critical engagement of participants within the context of LST: a video, a document, and a SWOT analysis template. The findings illustrate pre-service teachers’ awareness of the relevance and the benefits of plurilingual pedagogies for their profession and their understanding of the complexity of factors, specifically in relation to teachers’ knowledge, attitudes, and skills that promote the mainstreaming of plurilingual pedagogies. The study highlights how the reflections of pre-service primary education teachers can support the development of future pre-service teacher training within initial teacher education. As such, it has positive implications for developing teacher education to better respond to the needs of linguistically and culturally diverse classes in today’s schools.

The teaching practicum is a pivotal event for pre-service teachers to experience the transition from being students to being teachers. This paper examines the emergence of ‘unruly pupils’ as a central concern for pre-service English language teachers in their teaching practicum. The inquiry relates the pre-service teachers’ perceived challenge of ‘unruly pupils’ to the mediation of contextual conditions and processes as well as the marginal positions in which they found themselves during the teaching practicum. The article also reports on the efforts that they undertook to address this perceived challenge. The findings suggest that pre-service teachers are encouraged to interrogate the contextual conditions and processes underlying the perceived challenge of ‘unruly pupils’ in their transition to being teachers, rather than treat it merely as a relationship challenge.

There is and continues to be growing research in language teacher identity; however, relatively limited empirical evidence exists on the development of pre-service teacher identity in the teachers experiences in teacher education programs. Taking on a qualitative case study approach, the current study explores a small group of pre-service ESL teachers in a 12-month TESOL Master’s Education program in a U.S. university in the mid-west. Data include document analysis, semi-structured interviews, and class observations. By focusing on the contested, discursive and positionality of identity formation, the current study conceives identity formation as an essential feature in teacher development and practice. Results of the study suggest that through their experiences in the teacher education courses, pre-service teachers (PTs) negotiate their identities as 1) they situate the self as an ESL teacher by means of interactions online and in person in class activities, tasks, and class discussions; 2) they interact with other educators and PTs; 3) they negotiate their teacher identities as the program instructors and other PTs make use of their experiences in the local schools as important resources in the community of teacher learners. The implications of the results show that teacher education programs for language teachers need to incorporate identity as a specific interest in teacher practices.

Objectives This study aimed to analyze the perceptual changes experienced by pre-service teachers as they derived the final products of lesson plans using generative AI, and to explore educational implications for enhancing their Technological Pedagogical Content Knowledge (TPACK). Methods For this purpose, a preliminary training on the educational use of generative AI was conducted for 20 students in a teacher education course at A Education Graduate School in Seoul. Subsequently, the students explored applicable lesson design strategies for various subjects and reflected on these processes and experiences through mid-term assignments, which were then qualitatively analyzed based on the TPACK framework. Results Firstly, pre-service teachers recognized the educational utility of selecting and using generative AI tools aligned with educational objectives and confirmed their potential as tools for delivering subject content. Secondly, through experiencing the limitations of generative AI, they recognized the importance of carefully integrating technology and cultivating digital and AI literacy among teachers. It was found that their repeated and experimental approaches to lesson design contributed to the enhancement of problem-solving and critical thinking skills. Thirdly, pre-service teachers who were initially hesitant to use generative AI developed a positive perception and showed a willingness to use it more extensively in lesson design. Lastly, they were able to effectively integrate elements of generative AI and TPACK, developing new and innovative customized teaching methods and strategies suitable for each subject, and expanded their educational thinking and perspectives by experiencing lesson design cases from fellow pre-service teachers. Conclusions Teacher training institutions should develop and operate more practical curricula that include excellent examples of technology-integrated classes and practical exercises. Additionally, the curriculum should include content that simulates real issues encountered while using generative AI, and develop customized professional courses that facilitate the systematic integration of generative AI according to each major.