Microteaching: Its effect on student attitudes in an elementary science methods course

Sparks, Rebecca; McCallon, Earl L.

doi:10.1002/sce.3730580407

Cited by 9 publications

(5 citation statements)

References 1 publication

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“…One suggested method of improving attitudes of teacher trainees toward science is the inclusion of early science teaching experience during the preservice program. Some educators maintain that opportunity to engage in actual classroom teaching prior to student teaching is beneficial with respect to enriching attitudes of the preservice teachers (Collea, 1974;Frankel, 1972;Lunetta, 1975;Sparks & McCallon, 1974, Strawitz, 1976). Yet attempts to establish the significance of early field experience may not be conclusive because such experiences may not affect the attitudes of students in the same manner.…”

Section: Introductionmentioning

confidence: 99%

Effects of science methods courses with and without field experience on attitudes of preservice elementary teachers

1979

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Section: Introductionmentioning

confidence: 99%

Effects of science methods courses with and without field experience on attitudes of preservice elementary teachers

1979

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“…These skills are contained in the micro-teaching guidelines for educational practice units (Tim UPK, 2011). Micro-teaching is a learning activity that can improve students' pedagogical abilities and impact the formation of student attitudes and character (Sparks & McCallon, 1974). Micro teaching can also increase self-confidence and teaching skills and strengthen the character of the teaching style of prospective teachers (Donnelly & Fitzmaurice, 2011).…”

Section: A Introductionmentioning

confidence: 99%

Strengthening the Micro Teaching Role in the Development of Teacher Candidates Teaching Skills

Subur¹

2022

INSANIA : J. Pemikir. Alternatif Kependidikan

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This study aims to analyze the micro-teaching course at the Faculty of Tarbiya and Teacher Training (FTIK) IAIN Purwokerto. The laboratories department of FTIK carried out the program. Analyzing its implementation is essential because micro-teaching is a strategic activity to improve teacher competence. Micro teaching is widely associated with efforts to improve teacher skills in education, and thus great attention is required. The data source in this study is the micro-teaching manager and the study program head. It is from observations and interviews. The steps to analyze the data are reduction, data display, verification, and conclusions. The results showed that technical briefing by merging all study programs at the same time, overcrowded participants, unrepresentative speakers for each study program, irrelevant appointed supervisors with the study program, and micro-teaching schedules that coincide with the lectures schedules had the potential to cause the implementation of micro-teaching becomes less effective. It encourages the need to re-enforce the role of micro-teaching to be more effective in providing basic teaching skills for the teacher candidates. The lecture should manage every study program by coordinating with the laboratory. It aims to increase the effectiveness of micro-teaching. The briefing material needs to be supplemented by enrichment various learning strategies relevant to the study program. One lecturer with small classes carries out lectures according to the norms of micro-teaching classes, and the frequency of meetings is adjusted to the regular lecture schedule.

show abstract

Section: A Introductionmentioning

confidence: 99%

Untitled

2022

INSANIA : J. Pemikir. Alternatif Kependidikan

View full text Add to dashboard Cite

This study aims to analyze the micro-teaching course at the Faculty of Tarbiya and Teacher Training (FTIK) IAIN Purwokerto. The laboratories department of FTIK carried out the program. Analyzing its implementation is essential because micro-teaching is a strategic activity to improve teacher competence. Micro teaching is widely associated with efforts to improve teacher skills in education, and thus great attention is required. The data source in this study is the micro-teaching manager and the study program head. It is from observations and interviews. The steps to analyze the data are reduction, data display, verification, and conclusions. The results showed that technical briefing by merging all study programs at the same time, overcrowded participants, unrepresentative speakers for each study program, irrelevant appointed supervisors with the study program, and micro-teaching schedules that coincide with the lectures schedules had the potential to cause the implementation of micro-teaching becomes less effective. It encourages the need to re-enforce the role of micro-teaching to be more effective in providing basic teaching skills for the teacher candidates. The lecture should manage every study program by coordinating with the laboratory. It aims to increase the effectiveness of microteaching. The briefing material needs to be supplemented by enrichment various learning strategies relevant to the study program. One lecturer with small classes carries out lectures according to the norms of micro-teaching classes, and the frequency of meetings is adjusted to the regular lecture schedule.

show abstract

Microteaching: Its effect on student attitudes in an elementary science methods course

Cited by 9 publications

References 1 publication

Effects of science methods courses with and without field experience on attitudes of preservice elementary teachers

Effects of science methods courses with and without field experience on attitudes of preservice elementary teachers

Strengthening the Micro Teaching Role in the Development of Teacher Candidates Teaching Skills

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