Abstract
Teaching experience plays a productive role in teacher professional development, so it is necessary to examine such experience systematically, either as reflection on action or reflection in action. In a sense, reflection has the power to help the teacher connect experience and theoretical knowledge and to use each area of expertise more efficiently (Knezevic and Scholl 1996). Therefore, reflection is an important ‘tool’ to articulate how we know what we do when we teach (ibid.). For this reason, micro-teaching is an opportunity to link theory and practice, critically evaluate one’s teaching skills and to discuss alternative approaches and solutions for the specific teaching context with peer colleagues. This paper will focus, firstly, on the micro-teaching process by explaining the background of this procedure and then by giving the detailed description of the two micro-teaching sessions conducted in January and February 2020 at the Faculty of Education in Jagodina, University of Kragujevac, Serbia. Secondly, it will consider giving feedback to others, in person and online, using video records, self-evaluation and reflection in peer-teaching process. Finally, the paper will evaluate two peer micro-teaching sessions with a focus on student-student, interaction in university teaching context and advantages and disadvantages in teaching English as a foreign language on one side, and Serbian as the mother tongue on the other.
Highlights
Video can be played and replayed as often as necessary and in that way it can help trainee teachers to discover even small details about the particular lesson
In conclusion, we may say that both micro-teaching groups had a valuable experience during the micro-teaching process
The only advantage that was different from English language teachers, and was pointed out by class teachers, was that of teaching in Serbian – mother tongue, which was a very important advantage in terms of forming questions, praising students, discussion with them about the story, more fluent speaking in the class and visible confidence by the participants while teaching
Summary
Video can be played and replayed as often as necessary and in that way it can help trainee teachers to discover even small details about the particular lesson (ibid.). Online communication allows students to respond more freely and to work at their own pace, in their own time, safe at home without fear of getting infected Both online and face-to-face feedbacks provide possibilities of a valuable group work which gives an opportunity for negotiation of meaning (e.g. in Nunan, 1988). We have a special group of students who, after passing the entrance English exam, may choose certain group of subjects and profile themselves as English language teachers for young learners from 7 to 11 For this reason, we have chosen two groups of participants for the micro-teaching study, class teachers and English language teachers. This multiplicity of roles further increased self-confidence and respect for peers” (Assinder, 1991: 226)
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