Effect of Micro Teaching Applications Practiced by the Preservice Teachers in the Scope of First Turkish Reading and Writing Lesson on Their Verbal Communication Skills

Abstract

Main purpose of this study is to receive opinions of the preservice teachers within the context of micro teaching method in the scope of First Turkish Reading and Writing lesson on controlling individuals/prospective teachers' excitement in Turkish lessons, gaining self-confidence, breath control, holding the floor, developing ability of expressing in the context of verbal skill and verbal communication skills such as stress and intonation. In the study special case study is used. In the process of data collecting semi-structured interview forms prepared for students are used. A certain number of data that is gained from interviews has been commented via descriptive analysis. The research is conducted at a university in the East Black Sea region of Turkey by 20 classroom teaching 3. class students. Preservice teachers prepared a set of materials befitting from instructional Technologies and managed micro teaching applications for 14 weeks in the scope of First Turkish Reading and Writing Education lesson. In the first stage of research requirements of micro teaching and applications were explained for the teacher candidates and they grasped a set of stages required for realizing micro teaching applications successfully. Necessary feedbacks were provided by way of watching the realized applications and video images by the candidates together with the instructor. In the end of the research it has been found out that micro teaching applications made significant contribution to learn a number of subjects such as controlling excitement in Turkish lessons, gaining self-confidence, breath control, holding the floor, developing ability of expressing in the context of verbal skill and verbal communication skills such as stress, intonation and diction in accordance to educational programs formed by the constructivist learning approach.

Indonesian students’ perceived benefits of the micro-teaching course to their teaching internship

“…It is a specialized design course to provide student-teachers a chance to develop their skills of teaching by practicing teaching (Chaudary et al, 2015). In addition, micro-teaching can also be defined as a simulation which is designed systematically for the teacher candidates in exploring pedagogical experiences, reducing their mistakes in teaching before they start their teaching practices in real classes, mainly implement the knowledge about teaching that they have learned into action (Bulut, 2016).…”

“…Studies on similar issues have been conducted by Bulut (2016) who investigated the effect of microteaching course of the pre-service teachers in Turkish educational settings. The objective of this research was to find out the pre-service teachers' view in relation to the effect of the micro-teaching course on their verbal communication skills.…”

Student-teachers’ experiences of microteaching on an economics methods course

“…Although studies on microteaching abound in the literature (e.g., Bidyuk, 2017;Bulut, 2016;Majoni, 2017;Ng, 2017;Onwuagbokeet al, 2017;Otsupius, 2014;Shaw, 2017;Tuluce and Cecen, 2018;Unlu, 2018;Yan and He, 2017;Zhouet al, 2017), little is known about student teachers' experiences of microteaching in the Ugandan context. In addition, there is a paucity of data on student teachers' experiences of micro teaching in Economics, though studies in other subjects exist (e.g., Agbayahoun, 2017;Basturk, 2016;Bilen, 2015;Bilger, 2017;Bidyuk, 2017;Godek, 2016;Sen, 2010;TuluceandCecen, 2018;Unlu, 2018;Yan and He, 2017;Yangin and Asik, 2015).…”