The purpose of this study is to reflect on the criticism that the current Teaching Practicum is staying in the 'disposable teaching practice' although it is relatively highly evaluated in terms of its effectiveness and level of help in adapting to teaching positions among teacher training curricula. Based on the multi-dimensional policy analysis model proposed by Cooper et al (2004) and considering the preceding studies on education practice conducted so far, the government wanted to analyze, diagnose, and present effective measures for problems in the current education practice system from various aspects. Looking at the improvement measures of the current Teaching Practicum derived from this study, it proposed the need to reexamine the role of influential people and institutions of the original value of checking the aptitude of prospective teachers for teaching positions and enhancing teaching skills at a normative level. On the structural level, it was proposed to increase the time spent on training practice. On a constructive level, it proposed strengthening common responsibilities among the relevant members of the Teaching Practicum (such as the education ministry, municipal and provincial education offices, incumbent teachers, and prospective teachers). Finally, at the technical level, it was proposed that a formal window should be opened to reflect the field voice, focusing not only on the positive factors for the Teaching Practicum but also on the elimination of the negative factors.
The aim of this study was to examine how different types of interactions (interaction and intra-action) and the use of written language can impact in learning key expressions through learner-led activities. Four learner-led activities were designed to encourage interaction among elementary school students, which were then implemented on 5th grade students. The study recorded the students’ interaction patterns, and conducted pre- and post-tests to analyze the effects of interaction types and written language use on fluency, accuracy, and linguistic knowledge related to key expressions for the activities. The main findings indicate that interaction was more effective in enhancing the learning of key expressions, with a larger effect size. Additionally, the use of written language was found to be more effective in promoting the learning of key expressions, also with a larger effect size. These results offer valuable insights for designing learner-led activities that emphasize interaction among learners.
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