This study aimed to examine educational connoisseurships of the 3rd and 4th year pre-service elementary school teachers (PSTs). Twenty eight 3rd year and 28 4th year PSTs were asked to write a critique on a video-taped elementary English lesson. Their comments were categorized and examined to see if there were any outstanding characteristics. It was also investigated whether the different amounts of coursework the two groups of PSTs had completed were reflected in their critiques. Many PSTs were found not to have developed their educational connoisseurships to examine whether a lesson was designed to maximize learning, and the functions of the target expressions were practiced and learned in a meaningful way. Two most common perspectives in their critiques were to examine whether the students were interested in the learning activities, and whether the learning activities helped students learn the target expressions. Some differences in the views on classroom English and differential learning activities were found across the two groups.

I. 서론
 II. 문헌연구
  1. 초등영어 수업 전문성
  2. 예비교사들의 영어 수업 전문성 신장
  3. 수업 비평
 III. 연구 방법
  1. 수업 영상
  2. 참여자
  3. 메타비평 방법
 IV. 결과
  1. 수업 설계
  2. 의사소통
  3. 상호작용
  4. 몸동작으로 표현하도록 한 것에 대한 평
  5. 수업 도입에 대한 평
  4. 광고 동영상 보기
  5. 빅북 활동에 대한 평
  6. 수준별 활동(역할극과 게임)에 대한 평
  7. 정리에 대한 평
 V. 논의
  1. 수업 전반에 대한 평
  2. 흥미와 학습 관점
  3. 학년별 특성
 VI. 결론
 참고문헌

• 강성우(청주교육대학교) | Kang Sungwoo