The preservice microteaching course and science teachers' instructional decisions: A qualitative analysis

Abstract

AbstractThe purpose of this investigation was to qualitatively investigate the effects of a microteaching course on preservice science teachers' perceptions of teaching, instructional decisions, and changes in beliefs which occur throughout the course. A total of 17 preservice teachers constituted the sample for this investigation. In addition to viewing and self‐critiquing the videotapes of their lessons, students received both oral and written feedback from peers and instructors. Subjects were also required to complete a reaction questionnaire concerning their beliefs/perceptions prior to the first presentation as well as following each of the four required presentations. Systematic comparisons among students' self‐critiques and reaction questionnaires yielded a total of 12 categories of concerns/beliefs about teaching. These categories pertained to either “Concerns for Self” or “Concerns for Students.” Although the subjects appeared to proceed through a developmental process beginning with concerns for self and moving toward concerns for students, analyses of subjects' comments about students revealed that such remarks were actually egocentric. Additionally, the data indicated that preservice teachers view planning as a complex, two‐component process (i.e., the physical act of writing a plan and the subsequent mental rehearsal of that plan.).