Impromptu Speaking Skills of Pre-service Teachers

Abstract

<p style="text-align:justify">The purpose of the study is to examine pre-service teachers' impromptu speaking skills on the basis of the evaluations of the instructor, peers and their own. The study employed a descriptive case study design, one of the qualitative research methods. A total of 23 pre-service math teachers taking the course of Art of Effective Speech in a state university in Turkey in the 2016-2017 academic year participated in the study. The data of the study were collected through the observations of the researcher and pre-service teachers. Descriptive analysis was used in the analysis of the data. As a result of the study, it was found that in most of the observation items, the pre-service teachers found themselves inadequate in terms of impromptu speaking skills while they were found to be adequate by their peers and instructor. In addition, it was revealed that the pre-service teachers found themselves inadequate in some items related to the use of voice while they found themselves adequate in most of the items related to articulation/diction and body language and in all of the items related to communication. However, while the instructor observed that the pre-service teachers were generally competent in all the sub-dimensions, she determined that they needed improvement in the sub-dimensions of eye contact, pausing at the appropriate place and speaking without repeating words. </p>

Empowering Future Teachers: The Role of Student Organizations in Enhancing Public Speaking and Teaching Skills

“…Communication skills can also effectively increase teacher-student interaction (Hattie, 2015). However, it is still found that teachers and prospective teachers feel less able to use speaking skills because they do not have adequate experience (Aktay, 2021). Student organizations can be a supportive environment for training public speaking and teaching skills for prospective teachers (Hébert & Hauf, 2015).…”