마이크로 티칭에서의 에듀테크 활용에 대한초등 예비영어교사의 인식 연구

초록

This study investigates elementary pre-service English teachers’ perceptions of educationaltechnology (EduTech) in microteaching contexts, focusing on its perceived impact on teachingefficacy, lesson satisfaction, and future instructional intentions. 35 members among the pre-serviceteachers who enrolled in a teacher education program conducted English microteaching lessonsincorporating diverse EduTech tools are the participants of this study. Data were collected throughpost-microteaching surveys and reflective journals and analyzed using mixed methods. Quantitative results indicated highly positive perceptions across all domains, with particularlystrong ratings for instructional effectiveness and intentions for future integration. Teaching efficacyand lesson satisfaction were also positively evaluated, with high internal consistency across items. Qualitative analysis revealed that participants perceived EduTech as a supportive instructionalresource rather than a substitute for the teacher, emphasizing its role in enhancing learnermotivation, classroom interaction, and formative feedback. The findings highlight the need forsystematic, practice-based EduTech training within pre-service teacher education to promotemeaningful and confident integration of technology into elementary English classrooms.

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