A Study of the Reflections and Tasks of Teaching Practicum Experiences: Based on Dewey's ‘an Experience’

Purpose: The purpose of this study was to reflect on the teaching practicum experiences of Koreanpre-service teachers in light of Dewey's concept of an experience, and present tasks for the developmentof teaching practicum experiences in the future. Methods: In order to achieve the research purpose, a review of previous studies dealing with theeducational practicum experiences of pre-service teachers was conducted, and the findings were thenanalyzed the concept of ‘an experience’ in Dewey's empirical theory. Through the synthesis the experiencesof the pre-service teachers were reflected upon and tasks were concidered for them. Results: When considering Dewey's concept of an experience, it was reflected that the educationpracticum experience of Korean pre-service teachers was very fragmented, passive, and incomplete. As a result, three tasks were presented for the pre-service teacher's education practicum experienceto become an experience : 1) Reorganizing the curriculum so that pre-service teachers can integratetheir self and reality based on the continuity of experience, 2) Securing education practicum time sothat incomplete experiences can fully become a complete an experience 3) Transitioning from tutor-centered education to an inquiry-oriented education practicum so that the experience of pre-serviceteachers can become an intellectual experience through active, intellectual, and creative thinking. Conclusion: This study revealed the meaning of the experience that pre-service teachers should performand presented tasks for it. This study is meaningful in that it attempted a theoretical approach, unlikephenomenological studies that analyzed pre-service teachers' educational practicum experiences.