Abstract
The microteaching method offers opportunities to pre-service teachers for both planning and applying teaching methods-techniques. This method generally focuses on teacher behaviors. In teacher training programs, pre-service teachers learn the theoretical underpinnings of pedagogical strategies, and then they practice these strategies, ensuring them have internalized these skills. Education Faculty needs to be able to review research demonstrating the efficacy of microteaching to feel confident about utilizing this practice in their programs. The aim of this research is to identify pre-service teachers' views related to microteaching practice. This research is a descriptive survey study. The participants include pre-service teachers who study in Computer and Instructional Technology Department in Education Faculty. The Interview Form, the Peer Review Form and Self Evaluation Form were used to collect data in the study. Content analysis method was used for analysis of the data. Within the scope of the research, most of the pre-service teachers reported positive views about micro-teaching. In addition, pre-service teachers' views on peer and self-evaluation were also identified.
Highlights
The rapid pace of change in the 21st century requires individuals to have the flexibility to adapt to the complexity around them
This study aims to identify the pre-service teachers’ made self-evaluation and peer reviews related to views related to microteaching practice within the context microteaching practices
Within the context of this research, it is found out that pre-service teachers think that microteaching practice include positive aspects such as providing experience of lesson preparation and planning, self-development in terms of teaching methods, acquiring presentation skills, classroom management experience, controlling excitement and stress
Summary
The rapid pace of change in the 21st century requires individuals to have the flexibility to adapt to the complexity around them. Achieving the targeted educational goals depends on organizing these elements in direction with a plan. Among these elements, teacher factor is a crucial element in this process because they play a significant role on acquisition of the behaviors expected from students. Teacher factor is a crucial element in this process because they play a significant role on acquisition of the behaviors expected from students It should be put emphasis on training qualified teachers in order to increase the educational quality of nation at a desired level. There are conducted many studies in Turkey and globally related to training qualified teachers, it is thought that Education
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