On the Perception of MZ Generation Pre-service Teachers’ Experience When on Practicum through Metaphor Analysis

The purpose of this study was to analysis how MZ generation pre-service teachers’ experience when on practicum, perceive this teachers’ experience by applying a metaphor analysis method. For this purpose, survey responses were collected from 107 University students taking a teaching course in Chungbuk and Daejeon. and survey were analyzed using metaphor analysis. The research results are as follows. MZ generation pre-service teachers’ perceptions of practicum experience were divided into three categories: confirmation of teachers’ professional competency, confirmation of communication with others, and check career direction. First, it is confirmation of the teacher’s professional competency. Experiences such as teaching strategies needed in class, instruction according to learner characteristics, student counseling, and classroom management were recognized as important. Second, communication with others is very important. Communication of students, fellow practicum teachers, and practicum instructors were important, and through this, a sense of emotional recognition was possible. Third, by confirming the career direction, whether the aptitude and disposition of the MZ generation pre-service teachers fit the capabilities and roles of current teachers, and decided the career path. These results are meaningful in that they provided basic data for instructors who teach pre-service teachers to refer to when supporting system of learners.