The effect of social network-supported microteaching on teachers self-efficacy and teaching skills

Abstract

The three essential elements of an effective instructional environment are the students, the curriculum and the teacher. The teacher, on the other hand is the glue that combines these items. To train qualified teachers, it is important to use methods that employ theory and practice together in teacher education. In order for microteaching, one of these methods, to be more effective, supporting it with online environments such as social networks may be beneficial. In this respect, this study aims to find out the effects of Social Network-Supported Microteaching (SNSM) on self-efficacy and teaching skills of pre-service teachers. The study was conducted using mixed research model. The participants of the research are 17 pre-service teachers from the Department of Computer Education and Instructional Technology. Teacher Self-Efficacy Scale (TSES) and Open-Ended Interview Questionnaire (OEIQ) developed by researchers were used for data collection. The SNSM process took place in two stages. Pre-service teachers were asked to respond to Teacher Self-Efficacy Scale prior to SNSM, at the end of the first stage and subsequent to the SNSM. Following SNSM, through the open-ended interview questionnaire, opinions of the pre-service teachers were received and the data on the effect of SNSM on teaching skills were collected. Following the collection of data, quantitative and qualitative data were analysed. Consequently, quantitative results indicated that SNSM increased teacher self-efficacy levels in terms of student engagement, classroom management and teaching methods. Qualitative data was in support of quantitative data, and pre-service teachers have expressly stated that SNSM has improved their teaching skills.Keywords: Microteaching; social network-supported learning; teacher education.

Perceptions of Preservice English Teachers Regarding Peer Reaction Video Feedback on Their Microteaching

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Microclass: A Pedagogical Innovation for Teaching-Learning Process in Science

“…The teacher, student, and curriculum are the fundamental elements of an effective classroom setting. However, the synergy of these elements basically depends on the technique of the teacher (Kelleci et al, 2018). In theory, the most adopted approach to attaining educational goals is social constructivism, advocated by Vygotsky (1978), who stressed that active learning occurs socially (Gunduz & Hursen, 2015).…”

Micronización de las áreas de interés del proceso global de enseñanza-aprendizaje en prueba de fin de curso: licenciatura en nutrición de la Universidad Autónoma de Tamaulipas

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