The effect of micro-teaching applications that are used in teaching practice course on classroom management self-efficacy convictions of students

Enhancing Microteaching at Sultan Qaboos University

“…That is, their professional skills in planning, implementation, critical observation, self-assessment and reflection were apparently improved. The study provided support to previous research that shows evidence on the effectiveness of microteaching on these aspects (Ghanaguru et al, 2013;Remesh, 2013;Ping, 2013;Savas, 2012;Ismail, 2011;Shah & Masur, 2011;Zakaria et al, 2010;Karacky & Sanl1, 2009;Al-Methan, 2003;Akalin, 2005;Benton-Kupper, 2001;MacLeod, 1995;Sahu, 1984;Cetin, 2013;Bulut, 2012;Kavanoz & Yuksel, 2010;Ogeyik, 2009;Wilkinson, 1996;Amobi, 2005;Abu-Rahmah & Al-Humaidi, 2004;MacLeod, 1995).…”

Microteaching for science research postgraduates

“…In addition to raising students’ awareness of the features in academic writing in their own disciplines, the microteaching assessment also helps fill the gaps in teaching discursive science disciplines in one course. Since they only have to teach in small groups, their teaching self‐efficacy—that is, their own beliefs in their abilities to handle the class well besides knowing the subject knowledge (Cetin, ), which is important when they take up their TA duties—gradually increases. Some of these benefits can be validated by students’ responses in the end‐of‐term evaluation survey:

This course provides help me to improve my presentation and microteaching skills which greatly prepare me for future presentations.The course helps me to speak out over a group of people.Feel encouraged and enlightened.[The] three major assignments help to produce a real work that stimulates real research and understanding of learning materials.Three assignments are related to study of postgraduate students, which is useful to practice skills in teaching, writing and presentation.

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