Changes in Perceptions of Pre-service Teachers about Good Teaching in Teaching Practicum

The purpose of this study was to examine the perception of pre-service teachers’ ‘good teaching’ and change of their perception on the basis of teaching practicum. This study tried to confirm whether the perception difference before and after the practicum varies according to the experience of teaching demonstration. Therefore, this study was to provide and suggest implications for the improvement and support of the teaching practicum. The questionnaires were distributed to the pre-service teachers of K university in Seoul through online, and it was about the level of importance and performance of good teaching behaviors before and after teaching practicum. The results showed that the overall importance of pre-service teachers was higher than that of practice. Specifically, eight items were found to have significantly different perceptions of perceived performance after school practice compared to their importance. As a result of the importance-performance analysis, it was found that three items were included in the ‘Concentration’ side, ten items in the ‘Keep up the good work’ side, and seven items in the ‘Low priority’ side. There were 3 items with significant difference in perception change according to the class demonstration level. This study have the implications of the pre-service teacher education by examining how the importance and performance of ‘good teaching’.