Pre-Service Teachers’ Approaches to the Effectiveness of Micro-Teaching in Teaching Practice Programs

Abstract

This study focuses and critically analyzes the contribution of micro-teaching on teacher attitude according to pre-service teachers’ opinions based on their teaching practice program. The program was implemented at the College of Education in Eritrea Institute of Technology to prepare pre-service teachers. This research investigates that if there are any differences about pre-service teachers’ views after engagement of micro-teaching practices. The participants of the study are undergraduate diploma students who are in the department of teacher education1 in a diploma program in the 2015-2016 academic years. Students made a presentation practicing micro-teaching methods at the middle school curriculum of the Eritrean context. At the end of the training, semi-structured interview was used to assess their views about General Methods of Teaching (GMT) in the classroom. The result of the interview shows that pre-service teachers believed that the micro-teaching method gives a chance to evaluate their strength and weakness in the aspects of teaching. Apparently, the interview result exhibited that pre-service teachers were able to establish skills of: planning, questioning, assessment, management of student’s misbehavior, applications of teaching materials, and positive attitude towards the profession during the teaching process. The report calls on teacher educators in a different context to work together on similar initiatives that help pre-service teachers grow professionally through designing, developing and promoting their experiential learning projects to enhance human development and improve conditions.