This study aims to analyze the self-evaluation of English teaching demonstration of pre-service primary teachers and to discuss improvements for their teaching competences. Questionnaire data and reflective journals collected from 106 pre-service teachers were analyzed quantitatively and qualitatively. The results showed that participants rated the pre-class domain and the post-class change domain relatively high, while the during-class and post-class domains were evaluated at a moderately high level. A statistically significant difference in self-evaluation scores was found between male and female pre-service teachers; however, no significant differences were shown among the three groups with different teaching experience. In their pre-teaching reflections, participants reported that designing teaching-learning activities was the most challenging aspect, followed by the use of classroom English, lesson planning, goal setting, and preparation of instructional materials. During the teaching reflection, interaction with students was identified as the most primary concern, which preceded student understanding, student involvement, participants’ difficulties in English proficiency, and classroom organization. In the post-teaching evaluation, the participants reflected on whether their teaching demonstrations were appropriate for students’ interests, needs, and proficiency levels, as well as on their views regarding effective English teaching in the future.
Jiyeon Kim (Sat,) studied this question.