Enhancing Microteaching at Sultan Qaboos University

Al-Humaidi, Salma; Abu-Rahmah, Mohamed Ismail

doi:10.22158/selt.v3n1p28

Cited by 4 publications

(7 citation statements)

References 17 publications

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“…In the statements of the student teachers, microteaching practices were admitted to be supportive for discovering and analysing their strengths and weaknesses as prospective teachers. The results of the present study support the prior literature pointing out that microteaching applications are practical experiences for producing desired change in the objectives of training teachers (Ghanagura, Nair, & Young, 2013;Ping, 2013) and for offering student teachers opportunities to orient themselves to teaching issues (Al-Humaidi & Abu-Rahmah, 2015;Eick et al, 2005). Among the findings of the present study, the student teachers' desire to receive feedback after microteaching sessions for developing teaching skills and capabilities is another point supporting the findings of the previous studies (Kaustuva et al, 2015;Marzano, 2003;Umeh et al, 2015).…”

Section: Discussionsupporting

confidence: 87%

“…The use of video with guided reflection is important for assisting student teachers to form links between theory and practice and for raising awareness of teaching practices (Kourieos, 2016). Student teachers can benefit from a video-tape recording on microteaching for self-evaluation and self-analysis (Honigsfeld & Schiering, 2004), immediate peer and tutor feedback (Al-Humaidi & Abu-Rahmah, 2015;McAlpine & Weston, 2002;Umeh et al, 2015), and reflective practice (Kane, Sandretto, & Heath, 2002;Kponja, 2001). Receiving feedback on a microteaching task fosters student teachers' teaching skills development (Bransford, Brown, & Cocking, 2000;Fernandez & Robinson, 2006;Marzano, 2003;Ndileleni & Maphosa, 2014;Subramaniam, 2006).…”

Section: Microteaching Practices and Evaluationmentioning

confidence: 99%

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Investigating the Impacts of Previous and Current Learning Experiences on Student Teachers’ Teaching Experiences

2016

EDUC SCI-THEOR PRACT

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This study investigated the impacts of the previous and current learning experiences of the student teachers on their microteaching practices. The study pursued threefold research goals: to diagnose the microteaching stance, to treat it, and to explore and evaluate the progress. The participants were 24 undergraduate third year student teachers attending the English Language Teaching (ELT) Department at a Turkish University.Two types of research were used for data collection: ex post facto research to scrutinize the previous learning experiences and teacher cognitions of the participants and phenomenographic research to specify their current performance in microteaching practices in terms of 1) professionally self-development 2) sharing others' experiences 3) developing educational aims 4) enhancing skills development 5) focusing on learners and 6) negative impacts of microteaching. Depending on the ex post facto data, it was assumed that the previous learning experiences and teacher cognitions of the student teachers might have had some undesirable impacts on shaping their teaching perception. Drawing on the perspectives of the student teachers who were exposed to treatment process, it was noticed that the treatment process assisted them to participate in a more constructive and functional manner in microteaching practices.

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Section: Discussionsupporting

confidence: 87%

Section: Microteaching Practices and Evaluationmentioning

confidence: 99%

Investigating the Impacts of Previous and Current Learning Experiences on Student Teachers’ Teaching Experiences

2016

EDUC SCI-THEOR PRACT

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“…In conclusion, microteaching can be regarded as an effective practice in pre-service teacher education as it offers an atmosphere of gaining experience (Göçer, 2015), promoting selfreflection (Kavanoz & Yüksel, 2010), professional development (Elghotmy, 2012;He & Yan, 2011;Savaş, 2012) and the development of teaching practice (Al-Humaidi & Abu-Rahman, 2015;Coşkun, 2016;Ping, 2013). Therefore, the combination of all these factors inevitably enhances the sense of professional self-efficacy of pre-service EFL teachers.…”

Section: Discussionmentioning

confidence: 99%

Mikroöğretim Uygulamasının Hizmet Öncesi İngilizce Öğretmenlerinin Mesleki Öz-yeterlik İnançlarına Etkisi

Tulgar

2019

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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The microteaching practice followed in undergraduate level has been a topic of increasing investigation. Literature presents studies on the effects of microteaching on pre-service teachers' communicative skills, their teaching skills and the advantages and disadvantages of the process. However, there is still scarcity in research examining how microteaching practices affect the selfefficacy levels of pre-service English teachers, especially in the Turkish context. This qualitative case study examined the effects of microteaching experiences on the pre-service EFL teachers' professional self-efficacy. The data were collected through the participants' (N=45) answers to open-ended questions, instructor observation notes and peer observation notes. The content analysis of the data revealed that microteaching mostly helped the participants develop their selfefficacy. Such components of the practice as planning and designing a lesson, taking the teacher role, controlling a classroom, receiving feedback and having the chance to realize the strengths and weaknesses were the major contributors to the participants' self-efficacy. However, some of the participants considered microteaching as a practice negatively affecting their professional self-efficacy. The findings are discussed in the light of relevant literature and some implications are suggested.

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“…This study reported a microteaching model applied in an English language teacher training institution in Yogyakarta, Indonesia. Although prior studies had been conducted to investigate the effectiveness and benefits of microteaching (Ismail, 2011;Al-Humaidi & Abu-Rahmah, 2015;Arsal, 2015), the present study shed new light on the practices of microteaching as it explored more deeply on the preservice teachers' first experiences in performing microteaching and how their first experienced improved their critical thinking skills. Different from the microteaching model applied in the three prior studies which was an individual task, that of the present study was conducted in groups.…”

Section: A Introductionmentioning

confidence: 98%

“…Prior studies have reported the benefits microteaching offers. Al-Humaidi and Abu-Rahmah (2015) conducted an experimental study to 24 Omani student-teachers to explore the effectiveness of a proposed model of microteaching applied in Sultan Qaboos University. Using a checklist as the instrument of the study, the participants were asked to assess their peers' teaching performance in the microteaching.…”

Section: A Introductionmentioning

confidence: 99%

Developing Critical Thinking Skills Through Microteaching

Lestari

2019

ETERNAL

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This study aimed to explore how microteaching improved the students’ critical thinking skills. The method used was qualitative research. The procedure of collecting the data was assigning 20-minute microteaching to nine groups of preservice teachers over nine weeks of teaching and learning process. In a group of two to three, they were asked to demonstrate their understanding on how to teach English to young learners based on a given topic. Peer feedback and teacher feedback were also given as a post-activity. Two preservice teachers were interviewed to explore their views on how the microteaching model influenced their critical thinking. The results showed that all stages of the microteaching model - the preparation and planning, the 20 minutes microteaching, peer feedback, and teacher feedback - enhanced their critical thinking skills.

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Enhancing Microteaching at Sultan Qaboos University

Cited by 4 publications

References 17 publications

Investigating the Impacts of Previous and Current Learning Experiences on Student Teachers’ Teaching Experiences

Investigating the Impacts of Previous and Current Learning Experiences on Student Teachers’ Teaching Experiences

Mikroöğretim Uygulamasının Hizmet Öncesi İngilizce Öğretmenlerinin Mesleki Öz-yeterlik İnançlarına Etkisi

Developing Critical Thinking Skills Through Microteaching

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