A Study of Problems and Guidelines for Professional Teaching Practices in Korean Language: Korean Studies Major, Faculty of International Studies, Prince of Songkla University, Phuket Campus

Abstract

This article aims to 1) analyze the problems that arose during the professional teaching practice process, and 2) propose ways to improve the professional teaching practice process for student teachers majoring in Korean Studies at the Faculty of International Studies, Prince of Songkla University. This qualitative research was conducted through interviews and reflections of six student teachers during their teaching practice in the course 815-633 Teaching Korean as a Foreign Language. The research findings identified two main issues. The first issue concerned student readiness, including stress and pressure, time management difficulties, problem-solving in the classroom, and a lack of academic knowledge. The institutional readiness problem included resource limitations and challenges regarding mentor instructors. Based on these findings, the study proposes several solutions. Teaching practice sessions should be conducted before actual teaching. Moreover, experienced instructors should provide sufficient feedback after practice sessions so that students can use the feedback to improve their weaknesses before starting real teaching, helping to build their confidence. To reduce pressure, students should be given appropriate preparation time before teaching. Additionally, institutions should allocate a budget to support students in producing teaching materials or conducting active learning activities