ScholarWorks@숙명여자대학교

초록

The purpose of this study is to check the internalization process of Chinese language education components of prospective teachers. A total of five follow-up surveys were conducted on nine prospective teachers. In the first stage, only knowledge of Chinese language appeared. The second stage showed a distinct difference from the first stage because most of the prospective teachers recognized the key elements of Chinese language education. In the third stage, a number of prospective teachers conducted self-reflection, confirming that they had developed more than before. In the fourth stage, the components were expanded to ‘textbook analysis’ and ‘teaching method’ to fit the contents of the class, and the relationship between teachers and students was also considered. In addition, they was recognized that it was connected to teaching practice. In the final stage, the degree of completeness of the conceptual diagram was raised due to the experience of teaching practice. The results of this study are not considered to be final results. In order to get a complete result, we should consider the following: First, the relevant regulations must be revised to suit the situation. Second, prospective teachers themselves should be a party to Chinese language education. Third, prospective teacher educators need to find a point of contact between teaching profession course and major subjects, and find ways to apply them step by step.

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