Using microteaching to enhance teacher efficacy in pre‐service teachers

The Effect of Microteaching On Pre-Service Chemistry Teachers’ Teaching Experiences

“…Öğretmen adaylarına öğretimin ne anlama geldiği ve öğrencilerine nasıl daha faydalı olabilecekleri konusunda yardımcı olabilecek en etkili yollardan biri mikroöğretim olmasına rağmen, mikroöğretimin ne anlama geldiği konusu araştırmacılar tarafından yeterince incelenmemiştir (Bell, 2007). Ancak öğretmenin yaşayabileceği zorlukların üstesinden gelinebilmesi ve öğretmen adaylarının öğretim becerilerinin geliştirilebilmesi amacıyla, daha iyi öğretmenler yetiştirebilmek adına, gelişmekte olan öğretmen kimliği üzerinde olumlu etkisi olan mikroöğretim tekniğine öğretmen eğitim programlarında yer verilmesi gerektiği kaçınılmaz bir gerçek olarak karşımıza çıkmaktadır (Bell, 2007;Brown, 1975;Mergler & Tangen, 2010;Singh & Sharma, 2004).…”

“…Fernandez (2010) conducted a study with pre-service mathematics teachers in a course on learning to teach; she found out that microteaching increased subject matter knowledge and improved the abilities to use different instructional strategies to teach content matter. Mergler and Tangen (2010) examined the effect of using microteaching on pre-service teacher proficiency; it was found out that microteaching has positive effect on proficiency beliefs as to pre-service teachers' teaching knowledge and their readiness to teaching profession. Fernandez (2005) conducted a study with 36 pre-service mathematics teachers by using microteaching and found out that microteaching was helpful to preservice teachers in forming a bond between theory and practice by analyzing the lessons others teach and enhanced subject matter knowledge.…”

“…Studies in the literature show that microteaching has an important role on pre-service teachers in increasing the attitudes that are expected from a teacher, developing content and pedagogical knowledge, enabling to form a connection between theory and practice, reducing anxiety levels (Benton-Kupper, 2001;Darling-Hammond, Hammerness, Grossman, Rust & Shulman, 2005;Fernandez, 2005;Fernandez & Robinson, 2006;Kpanja, 2001;Mergler & Tangen, 2010;Molina, Fernandez & Nisbet, 2011;Pauline, 1993). Molina et al (2011) examined the effect of microteaching on elementary preservice mathematics teachers' content and pedagogical content knowledge in the study conducted with pre-service teachers.…”

“…Although microteaching is one of the best ways to help preservice teachers in understanding what teaching means and how they can help their students better, what microteaching means is not examined adequately by researchers (Bell, 2007). However, to be able to cope with the difficulties pre-service teaches may face and develop their teaching skills, and for the sake of raising better teachers microteaching technique, which has a positive influence on the developing teacher personality, should be included in teacher training programs appears as an inevitable reality (Bell, 2007;Brown, 1975;Mergler & Tangen, 2010;Singh & Sharma, 2004).…”

THEY ARE TRAINED TO TEACH, BUT HOW CONFIDENT ARE THEY? A STUDY OF STUDENT TEACHERS’ SENSE OF EFFICACY

“…Teacher's sense of efficacy was measured using Teacher Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Hoy (2001) and adopted by many researchers to assess teacher's sense of efficacy (e.g., O'Neill and Stephenson, 2012;Mergler and Tangen, 2010;Charalambous et al, 2008;Fives et al, 2007;Poulou, 2007;Klassen et al, 2009). TSES consists of 24 items with three sub-scales: efficacy for student engagement, efficacy for instructional strategies and efficacy for classroom management.…”