A Qualitative Study on the Experience of Pre-service Literacy Teachers Participating in the Adult Literacy Education Teacher Training for Academic Accreditation

The purpose of this research is to understand the status of adult literacy teacher training through the experience of participating in adult literacy education teacher training for academic accreditation, and to find ways to successfully operate literacy teacher training. To this end, this qualitative study was conducted on the experiences and perceptions of four pre-service teacher participants who took part in the literacy education teacher training program at the institute for Lifelong Education. The collected qualitative research data were analyzed using MAXQDA 2020. As a result of the analysis, first, it was found that pre-service literacy teachers participate in the literacy training program with various motives, and are “curious” about the actual field stories of literacy education and the experiences of literacy teachers. Second, it was found that pre-service literacy teachers recognized the literacy education training program as “non-systemetic” and wanted to have an opportunity to do microteaching. Third, after completing the literacy teacher training program, the pre-service teachers recognized the treatment of literacy education teachers and field of literacy education as “ambiguous” and suggested literacy training contents to be added to the literacy teacher training program. Based on these research results, improvements were discussed to improve the quality of literacy education teacher training program.