Multidimensional analyzing of the microteaching applications in teacher education via videograph

Özcan, Özgür; Gerçek, Cem

doi:10.1080/02619768.2018.1546285

Cited by 14 publications

(10 citation statements)

References 21 publications

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“…During the experimental intervention, although the instructor required that the subjects should not learn speech technology in other ways, due to the lack of records, it is unclear whether the subjects strictly comply with the instructor's requirements. In future studies, video recording method can be adopted to record the behaviors of subjects throughout the intervention period to ensure the effectiveness of the intervention [5].…”

Section: Discussionmentioning

confidence: 99%

A Case Study on the Application of Microteaching Method in Improving Speech Ability: A Case Series

Tang¹,

Ding²,

Zhong³

2019

Proceedings of the 2019 5th International Conference on Social Science and Higher Education (ICSSHE 2019)

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In order to investigate whether microteaching can help students improve their speech ability, this study used microteaching to conduct an experimental intervention on three subjects. The results showed that the scores of the three subjects in the cognitive and operational posttest of speech were improved compared with those in the pretest. Among them, the scores of A in the cognitive and operational test were improved by 54 and 50 points respectively, B by 56 and 32 points respectively, and C by 86 and 65 points respectively. This result shows that microteaching has a positive effect on the improvement of students' speech ability.

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Section: Discussionmentioning

confidence: 99%

A Case Study on the Application of Microteaching Method in Improving Speech Ability: A Case Series

Tang¹,

Ding²,

Zhong³

2019

Proceedings of the 2019 5th International Conference on Social Science and Higher Education (ICSSHE 2019)

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“…Within the borders of the initial teacher training, implementing microteaching could produce positive results in regard to teacher candidates ' professional learning (e.g., d'Alessio, 2018;Fernandez, 2005;Golightly, 2010;Mikulec & Hamann, 2020;Özcan & Gerçek, 2019). The quasi-experimental study done by Arsal (2014) revealed the correlation between being subjected to microteaching technique and having greater self-efficacy in teaching.…”

Section: The Place Of Microteaching In Teacher Candidate Professional Learningmentioning

confidence: 99%

“…The results of the paper produced by Özcan and Gerçek (2019) demonstrated a set of factors, including "teachers' personal traits, their subject matter competence, personal skills and their knowledge and skills about the methods and techniques" (p. 93), which are likely to impinge on to what extent microteaching technique is effectively conducted. Farrell (2008) underscored the importance of clearly expounding the purpose of implementing microteaching so that it can stimulate English language teacher development.…”

Section: Factors Influencing the Effectiveness Of Microteachingmentioning

confidence: 99%

Microteaching: A Technique to Enhance English-as-a-Foreign Language Teacher Candidates’ Professional Learning

Koşar

2021

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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Practicing teaching occupies a vital place in initial teacher training programs, and microteaching technique is implemented in teacher training to create an environment where teacher candidates have a chance to transfer accumulated content knowledge into practice. This qualitative case research was undertaken to explore 35 third-year Turkish English-as-a-foreign language (EFL) teacher candidates' perceptions of the contribution of the microteaching they either conducted or observed in Teaching English to Young Learners (TEYLs) II course to their professional learning, to what extent getting feedback on their microteaching from their peers reinforced their professional learning, their conceptions of the contribution of reflecting on their own microteaching to their professional learning, and how they would redesign the way the microteaching process was gone through to better serve EFL teacher candidate professional learning. The findings demonstrated microteaching was viewed as effective at enhancing professional learning and the incongruence with respect to their views on the contribution of receiving peer feedback to their professional learning. Additionally, the findings indicated that engaging in self-evaluation enhanced EFL teacher candidate professional learning and a set of suggestions were put forward to improve microteaching experience for EFL teacher candidates. Even though the effect of microteaching on professional learning was evaluated in the context of the initial EFL teacher training and TEYLs II course, the findings of this research could be thought-provoking for teacher educators from diverse disciplines already integrating or intending to integrate microteaching into their teaching.

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“…Stages in microteaching as reviewed and cited in Özcan and Gerçek (2019) consist of five stages: decisionmaking stage, planning stage, application stage, evaluation stage, and development stage. Arsal (2014) pinpointed classroom realities, efficient, communication skill and self-confidence as benefits of microteaching to the pre-service teacher education and these were supported by various literature.…”

Section: Overview Of Microteaching Practicesmentioning

confidence: 99%

A COMPARATIVE PERSPECTIVE OF TEACHING SKILL ACQUISITION IN PRE-SERVICE PHYSICS TEACHER (PsPT) TRAINING PROGRAM IN CHINA AND NIGERIA

Komolafe

Ogunniran

Zhang

et al. 2020

JBSE

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Microteaching practice is an important part of Pre-Service Physics Teacher (PsPT) Training Program adopting different approaches to inspire the acquisition of teaching skills by prospective teachers. Using psychomotor domain aspect of revised Bloom’s taxonomy to explore microteaching practice as it relates to physics teaching, this research examined the significant influences of the two approaches (Nigeria and China) identified on the teaching skill of PsPT and suggests the best ways of improving the teaching skill of PsPT through micro-teaching practices. Data were collected using the mixed-method research design of administering descriptive survey questionnaire on final year PsPT while a structured interview question was used to interview the teachers. It was found that the two approaches had significant influences on the teaching skill acquisition of PsPT through microteaching practices with respect to physics as a subject that requires motor skill, and that this can be improved through micro-teaching by a combination of theory with practice. Also, physics teacher educators need to focus on developing PsPTs’ psychomotor domain in line with time reform in microteaching practices to accommodate more time for PsPTs’ to master the subject concept of physics as a psycho motive subject. Keywords: micro-teaching practices, pre-service physics teacher, teaching skill acquisition, training program.

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Multidimensional analyzing of the microteaching applications in teacher education via videograph

Cited by 14 publications

References 21 publications

A Case Study on the Application of Microteaching Method in Improving Speech Ability: A Case Series

A Case Study on the Application of Microteaching Method in Improving Speech Ability: A Case Series

Microteaching: A Technique to Enhance English-as-a-Foreign Language Teacher Candidates’ Professional Learning

A COMPARATIVE PERSPECTIVE OF TEACHING SKILL ACQUISITION IN PRE-SERVICE PHYSICS TEACHER (PsPT) TRAINING PROGRAM IN CHINA AND NIGERIA

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