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.
Highlights
The quality of instruction depends on the interaction between the curriculum, the students, the learning environment, the opportunities and similar elements and involvement of those in the instructional process
Teachers acquire knowledge and skills such as lesson planning, classroom management and communication during their teacher training. They may feel themselves professionally competent as a result of their experience they gain during their teacher training
Microteaching is one of the methods in which teacher training that is based on theory and practice and offers a school-based experience to pre-service teachers
Summary
The quality of instruction depends on the interaction between the curriculum, the students, the learning environment, the opportunities and similar elements and involvement of those in the instructional process. Teachers acquire knowledge and skills such as lesson planning, classroom management and communication during their teacher training. They may feel themselves professionally competent as a result of their experience they gain during their teacher training. The concept of ‘teacher self-efficacy’, a concept explaining the professional competence of preservice teachers, was derived from the concept of self-efficacy, which was first introduced by Bandura (1982) and is a part of social cognitive learning theory. Tschannen-Moran, Hoy and Hoy (1998) as well argue that these sources constitute the main factors affecting the self-efficacy of the individual and that the knowledge gained from these sources constitute the teacher self-efficacy by activating their cognitive processing
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