This study explores ways to enhance pre-service English teachers’ curriculum development competency through collaboration with in-service teachers. To this end, a course was designed to incorporate three key competencies of curriculum development (curriculum literacy, curriculum development competency, and curriculum evaluation competency) while adopting task-based language teaching and collaboration with inservice teachers as teaching methods. The designed course was implemented in a university for validation and revision. Ten pre-service English teachers participated in the course, where they developed English curricula in response to requests from three in-service middle school English teachers. A questionnaire survey conducted at the end of the semester with both pre-service and in-service teachers revealed that the proposed course model adequately worked to improve the three key competencies of English curriculum development among pre-service teachers. Further, collaboration with inservice teachers was found to enhance pre-service teachers’ responsibility and active engagement in curriculum development, while also providing practical assistance and creative teaching ideas to in-service teachers.

The present study aimed to explore how pre-service teacher’s individual regulatory focus orientation, currently emerging as an interesting learner variable for language learning, could influence their Englishspeaking abilities. English teaching demonstration videos of 67 pre-service teachers were analyzed in terms of pronunciation, accuracy, and fluency. The regulatory focus orientations of participants were evaluated using a questionnaire. The results of data analysis, using multiple regression analysis, indicated that promotion-focus orientation was a significant positive predictor for pronunciation, fluency (words per minute, ratio of dysfluency), and accuracy (lexical errors, ratio of error-free AS-units). On the other hand, prevention-focus orientation did not emerge as a statistically significant factor affecting accuracy. However, it was observed to have a negative influence on both pronunciation and fluency. In light of the research findings that highlight the favorable impact of a promotion-focus orientation, suggestions were made for future teacher training programs aimed at enhancing the English proficiency of pre-service teachers.

The benefit of language play for language learning is not recognized in English education. Based on the idea that teachers’ perception of teaching and learning affects their teaching practices, this study sought to examine teachers’ perception of language play in the English classroom. The specific purposes of the study were to discover commonalities and differences in elementary teachers’ and pre-service teachers’ perception of language play and to provide suggestions for including language play in teacher education and classroom instruction. Separate group interviews were conducted with 7 in-service and 9 pre-service teachers at the elementary level, in which the participants shared their responses to 3 language play texts that highlight rhyme, rhythm, and nonsense compound words. The topical analysis of the data revealed that both the teachers and pre-service teachers focused on understanding the words in the texts and did not recognize their playful aspects. However, the in-service teachers interpreted the texts more actively than the pre-service teachers and shared ideas for using language play texts in the English classroom. Based on the findings, the paper emphasizes that pre-service English teacher education needs to include language play as one of curricular contents, which should continue into teacher education.

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.

The aim of this study was to investigate the effects of group-based consultations on pre-service primary school teachers' English teaching competence. Twenty nine pre-service teachers in groups of four or five received two rounds of consultations on their micro-teaching demonstrations from two native English instructors. The consultation procedure was three steps: preparation, micro-teaching observation and feedback. The self-evaluation checklists and micro-teaching evaluations were analyzed quantitatively to find how much improvement between the first and second micro-teaching had been made. The results indicated that consultations helped the pre-service teachers to improve their English teaching competence in general. The comments written by the consultants and the pre-service teachers about their micro-teaching observations were examined qualitatively. The results showed that consultations enabled the pre-service teachers to realize the strengths and weaknesses in their teaching behavior. Also, the observation of peer teaching and group discussion helped them to gain useful teaching skills and insights on what a good English lesson should be like.

The purpose of the study was to explore the reflective process of pre-service English teachers by analyzing critical incidents entered in their teaching journals during a fourweek student teaching practicum. Thirty-three student teachers were asked to report critical incidents in their journals once a week, especially focusing on „lesson breakdowns‟ or „events that deserve critical significance‟ during a lesson. 133 journal entries were collected and a total of 104 critical incidents were analyzed to see some aspect of secondary classroom teaching and the reflective processes that student teachers went through right after the incidents. From the content analysis, it was found that many critical incidents happened during the initial stage of lesson and were mostly caused by student teachers‟ lack of experiences in either time management or material preparation tailored to students‟ level. By describing and analyzing critical incidents, student teachers became more aware of their assumptions about language teaching and learning and tried to transfer knowledge into real practices. A survey administered after the practicum also revealed that self-observation of critical incidents in their own classroom helped them to generate powerful insights about teaching and to develop reflective teachers.