Effect Of Microteaching Research Articles

Effectiveness of Microteaching on Diagnosis and Error Correction Skills of Chinese Physical Education Majors: A Pilot Study

Effectiveness of Microteaching on Diagnosis and Error Correction Skills of Chinese Physical Education Majors: A Pilot Study

The effect of Micro Teaching on some perception of the environment and learning the skills of handling and scoring in football for students

من خلال حضور الباحث ومتابعته للوحدات التعليمية كونه مدرس تربية رياضية بكرة القدم وجد ان تعلم المهارات الاساسية يتم بصيغ او اساليب لا يتخللها اللعب المباشر لذا ارتأى الباحث إدخال اسلوب التعليم المصغر ليسهم في تطوير بعض ادراك المحيط وتعلم مهارتي المناولة والتهديف بكرة القدم فضلاً عن ايصال القائم بعملية تعلم هذه المهارات والمتعلم إلى أفضل النتائج، هدفت الدراسة الى التعرف على تأثير اسلوب التعليم المصغر في بعض ادراك المحيط وتعلم مهارتي المناولة والتهديف بكرة القدم، وقد أفترض الباحث بأن هناك تاثيرا ايجابيا لأسلوب التعليم المصغر في بعض ادراك المحيط وتعلم مهارتي المناولة والتهديف بكرة القدم. استخدم الباحث المنهج التجريبي لتصميم المجموعتين المتكافئتين التجريبية والضابطة ذات الاختبار القبلي والبعدي وحدد مجتمع البحث بطلاب الصف الرابع الاعدادي في اعدادية شهداء زنبور والبالغ عددهم (54) طالبا وعينة التجربة الاستطلاعية للاختبارات (10) طلاب والعينة الرئيسية (30) طالبا وتم تقسيمهم الى مجموعتان المجموعة التجريبية وعددهم (15) طالبا والمجوعة الضابطة (15) طالبا ، بعدها أجرى الباحث التكافؤ للمجموعتين وباشر بإجراءات بحثه المتمثلة بتحديد المتغيرات ( بعض ادراك المحيط " ادراك المسافة ، ادراك المكان، ومهارتي المناولة والتهديف ) ثم إعداد تمرينات وفق اسلوب التعليم المصغر بعدها تم تحديد الاختبارات الخاصة ببعض ادراك المحيط ومهارتي المناولة والتهديف وتم اجراء الاختبار القبلي للتمرينات المقترحة وبعد الانتهاء من تنفيذ الوحدات تم اجراء الاختبارات البعدية، وأستنتج الباحث ان الأسلوب التعليم المصغر له تأثير فعال في بعض ادراك المحيط وتعلم مهارتي المناولة والتهديف بكرة القدم، ومن أهم التوصيات هو ضرورة استخدام التعليم المصغر في تحسين بعض ادراك المحيط وتعلم مهارتي المناولة والتهديف بكرة القدم وبما يلائم نوع المهارة وصنفها ومحيط ادائها .

The Effect of Microteaching on PETE Students’ Preferences and Value Perceptions Regarding Teaching Styles

The purpose of this study was to determine whether gaining experience through microteaching in an undergraduate course affects PETE students’ preferences toward teaching styles and their value perceptions. PETE students (n=31) attending a state university and studying in the ‘Physical Education and Sports Teaching’ course participated in the study, which was conducted in a one-group pretest-posttest design. In data collection, “Physical Education Teachers’ Perceptions of Teaching Styles” instrument was utilized. Wilcoxon signed-rank test was used to analyze the data. When the changes in pre-posttest teaching style preferences were analyzed, it was found that there was a statistically significant increase only in PETE students’ preferences for the inclusion style (p<.05). In addition, it was determined that there was an increase in their perceptions that the inclusion (fun, learning, and motivation), the guided discovery (learning and motivation), and the command style (learning) were beneficial for students (p<.05). In conclusion, it was found that gaining practical experience regarding teaching styles through microteaching affected PETE students’ use preferences and value perceptions towards certain teaching styles.

Fremdsprachenlehrerausbildung in Zeiten der Coronapandemie: Microteaching im digitalen Format

Microteaching as a specific method in foreign language teacher education in which theoretical knowledge is put into practice, offers prospective teachers systematic, small-step and practice-oriented training of teaching behaviour and teaching skills in the form of classical microteaching (practical exercises in small groups of students), or peer teaching (training in small groups of fellow students). Due to the pandemic-related switch to digital teaching formats in university foreign language teacher training, microteaching also had to be moved from the traditional classroom to the digital space and had to face completely new challenges. The paper aims to explore the method of microteaching from a theoretical and empirical perspective and to demonstrate its possibilities and limitations in the digital format, using the example of a microteaching course with students at the Faculty of Philosophy, University of Sarajevo, Bosnia and Herzegovina. Results of a survey among future teachers of German as a foreign language on the effectiveness of microteaching in the digital format in the times of the coronavirus pandemic will be presented.

Teachers’ self-efficacy: through micro teaching, practical field experience, and motivation

The study's objectives were to: 1) determine the effect of Micro Teaching and practical field experience on motivation to become a student teacher for prospective PAI PTKIN teachers in North Sumatra, and 2) determine the direct effect of Micro Teaching and practical field experience on self-efficacy as a student teacher for prospective PAI teachers in PTKIN Se North Sumatra. This is a quantitative study with an ex post facto research design. The analytical strategy is a quantitative descriptive analysis with four variables to be investigated: (1) Micro Teaching Implementation, (2) Practical Field Experience, (3) Motivation to Become a Teacher and (4) Self-Efficacy. Based on the study's findings, the following conclusions were reached: 1) there is a strong relationship between Micro Teaching and Motivation to Become a Teacher (Y), students who are serious about implementing micro teaching will increase their motivation to become a teacher; 2) the implementation of PPL sufficiently influences student motivation to become teachers; 3) the variable that most influences Self-Efficacy is the Implementation of PPL; 4) the variable Motive is the variable that most influences Self-Efficacy.

Effects of Micro-Teaching in Childcare Settings: Development of Childcare Workers’ Abilities Through On-the-Job Training

Effects of Micro-Teaching in Childcare Settings: Development of Childcare Workers’ Abilities Through On-the-Job Training

EFFECTIVENESS OF MICRO TEACHING: DEVELOPING STEM TEACHING ORGANIZING SKILLS FOR PRE-SERVICE CHEMISTRY TEACHERS

The research aims to determine the effectiveness of micro teaching in developing STEM teaching organizing skills for pre-service Chemistry teachers (teaching organizing skills for pre-service Chemistry teachers - TOSfPCT). This approach was evaluated through the constructivism and experiential learning theories. This research was conducted within a course for six weeks period during the 2nd semester of the 2020-21 academic year at a Chemistry faculty, Hue University of Education. The article presents the micro-teaching process combined with the application of information technology in developing STEM TOSfPCT, pre-\post-test quasi-experimental design with control group was applied. The experiment involved applying micro teaching to the experimental group (EG) while the courses were carried out using traditional lectures in the control group (CG). Mann Whitney U Test and Wilcoxon Sign Test were used in the analysis of the quantitative data. The results obtained from Mann Whitney U Test and Wilcoxon Sign Test suggest that there is no significant difference between the pre-test scores of the experimental and the control groups. Descriptive data also demonstrated that the use of the micro teaching in the curriculum had significantly increased the skill levels of the experimental group pre-service Chemistry teachers.

Microteaching: A Technique to Enhance English-as-a-Foreign Language Teacher Candidates’ Professional Learning

Practicing teaching occupies a vital place in initial teacher training programs, and microteaching technique is implemented in teacher training to create an environment where teacher candidates (TCs) have a chance to transfer accumulated content knowledge into practice. This qualitative case research was undertaken to explore a) English-as-a-foreign language (EFL) teacher candidates’ (EFLTCs) perceptions of the contribution of the microteaching they either conducted or observed in Teaching English to Young Learners (TEYLs) II course to their professional learning, b) to what extent getting feedback on their microteaching from peers reinforces their professional learning, c) their conceptions of the contribution of reflecting on their own microteaching to their professional learning, and d) how they would redesign the way the microteaching process was gone through to better serve EFLTC professional learning. The findings demonstrated microteaching was viewed as effective at enhancing professional learning and the incongruence with respect to their views on the contribution of receiving peer feedback to their professional learning. Additionally, the findings indicated that engaging in self-evaluation prompted EFLTC professional learning and a set of suggestions were put forward to improve microteaching experience for EFLTCs. Even though the effect of microteaching on professional learning was evaluated in the context of initial EFL teacher training and TEYLs II course, the findings of this research could be thought-provoking for teacher educators from diverse disciplines already integrating or intending to integrate microteaching into their teaching.

The effect of microteaching on the enhancement of female mathematics and social studies teachers' skills in the College of Education at Kuwait University

The effect of microteaching on the enhancement of female mathematics and social studies teachers' skills in the College of Education at Kuwait University

The effect of microteaching on the enhancement of female mathematics and social studies teachers' skills in the College of Education at Kuwait University

Research indicates a mismatch between the existing national demand for qualified teachers in Kuwait and the quality of teacher preparation programs. This research aims to determine the impact of mi...

Effects of Micro-teaching in Childcare Settings

Effects of Micro-teaching in Childcare Settings

The Effectiveness of Microteaching With OMTA Model

The Microteaching course is a scaled down teaching subject that provides basic teaching skills and experience of teaching and learning student teacher. The general objective of the study was to determine the effectiveness of microteaching with the OMTA Model (Orientation, Modelling, Training, and Assessment) in the Biology Education of Universitas Pendidikan Ganesha. Specifically the research objectives were: 1) to find out and describe the learning outcomes of the Biology Education of Universitas Pendidikan Ganesha students who take Microteaching Classes with OMTA microteaching model, 2) to determine and effectively implement the OMTA microteaching model, 4) to determine student responses to Microteaching Classes using OMTA microteaching model. The research subjects were 18 Biology Education Department students who attended microteaching lectures in the sixth semester of academic year 2017/2018. The data were collected by observation, tests and questionnaires. They were analysed descriptively and statistically by one sample t-test. The results showed that the application of OMTA microteaching model was effectively used in microteaching lectures. In addition, the knowledge and teaching skills of students including categories are very good, the use of the OMTA microteaching model in lecture was very effective, and the students’ response was very positive.

Application of Micro-Teaching in the Training of Intravenous Indwelling Needle Infusion for Clinical Nursing Students

Objective: To explore the application effect of micro-teaching in the training of intravenous indwelling needle for clinical nursing students. Methods: A total of 102 undergraduate nursing students who were interned in our department from July 2016 to February 2018 were assigned randomly to the experimental group and the control group, 51 for each. The traditional teaching method was used in the control group for the training of intravenous indwelling needle infusion skills, whereas the micro-teaching method was used in the experimental group. Before the end of the internship, the two groups of interns were given a score test of intravenous indwelling needle infusion skills and an anonymous questionnaire survey on teaching effects. Results: The results of the skill test showed that the total scores of the control group and the experimental group were (76.73 ± 1.67) and (84.12 ± 1.90), respectively, and the difference was statistically significant (p < 0.01). According to the questionnaire survey, the percentage of the students in experimental group who had a positive attitude toward teaching methods, interest in learning, self-learning ability, and learning efficiency, was higher than that in the control group, and there was a statistical significance (p < 0.05). Conclusion: Microteaching can effectively promote the nursing students’ mastery of intravenous indwelling needle infusion skills, stimulate interest in learning, improve self-learning ability, improve learning efficiency and achieve satisfactory teaching effects.

The Effect of Microteaching on Teacher-Efficacy and Learning Satisfaction of Pre-service Early Childhood Special Teacher

The Effect of Microteaching on Teacher-Efficacy and Learning Satisfaction of Pre-service Early Childhood Special Teacher

The Effect of Microteaching on Science Teaching Self-Efficacy Beliefs in Preservice Elementary Teachers

ABSTRACTWhat teachers believe about their own effectiveness in the classroom influences what and how they teach, so teacher preparation programs should work to cultivate strong self-efficacy beliefs (SEBs) in future teachers. I designed a science content course for future elementary teachers around the simultaneous goals of teaching science content and improving SEBs by activating Bandura’s 4 factors that influence SEBs (performance accomplishments, vicarious experience, verbal and social persuasion, and physical and emotional arousal). During the semester, future teachers taught 3 45-min elementary school science lessons to small groups of peers, received detailed anonymous feedback, and reflected on their own teaching. I tracked the SEBs of 830 future teachers in this course using the Science Teaching Efficacy Belief Instrument-Preservice. I performed a multiple regression analysis to isolate factors that influenced initial SEBs and how SEBs changed during the course. I also qualitatively analyzed written reflections to gain insight into the quantitative changes. Two factors had the most significant influence on SEBs: science content mastery and quality of microteaching as measured by peers. Initial SEBs correlated with prequiz scores, whereas final SEBs correlated with postquiz scores. Among participants with identical quiz scores, those who recognized the benefits of science content mastery were more likely to increase their SEBs than otherwise identical participants who did not mention science content in their reflections. Future teachers trusted their peers’ rating of their teaching more than their own self-assessment, which suggests that verbal and social persuasion may have been more important than performance accomplishment.

The Effect of Microteaching on Pre-service Science Teachers’ Pedagogical Content Knowledge

Bu calismada ogretmen adaylarinin isi ve sicaklik konusuna iliskin PAB’lari Park 2005 tarafindan gelistirilen “Hexagon Modeli” cercevesinde incelenmistir. Bu cercevede fen bilgisi ogretmen adaylarinin isi ve sicaklik konusunun ogretiminde 1 ogretim program bilgilerine, 2 ogrenciyi anlama bilgilerine, 3 olcme ve degerlendirme bilgilerine, 4 ogretim yontem ve teknik bilgilerine, 5 fen ogretimi oryantasyonuna ve 6 ogretmen oz-yeterlik inanclarinin gelisimlerine mikro ogretim uygulama etkilerinin incelenmesi amaclanmistir. Arastirmada nitel arastirma yontemlerinden butuncul coklu durum deseni kullanilmistir. Calisma grubunun olusturulmasinda, mikro ogretim uygulamalarinin yapilmasi planlanan iki farkli universitede iki farkli grup icerisinde yer alan ogretmen adaylarinin isi ve sicaklik konusunda sahip olduklari alan bilgileri onemli bir kriter olarak belirlenmistir. Alan bilgisi yuksek n=6 , dusuk n=6 ve orta n=4 duzeyde olan 16 ogretmen adayi calisma grubunu olusturmustur. Ogretmen adaylarinin PAB gelisimlerine iliskin veriler yari yapilandirilmis mulakatlar ile elde edilmistir. Veriler betimsel ve icerik analizi yontemleri birlikte kullanilarak analiz edilmistir. Arastirma sonuclarina gore, ogretmen adaylarinin mesleki gelisimleri pek cok faktorden etkilenmekle birlikte fen ogretimi oryantasyonlari kisiye ozgu farkliliklar gostermektedir. Ogretmen adaylari mikro ogretim ile birlikte genel olarak konuya ozgu olcme ve degerlendirme tekniklerini kullanarak deneyim kazandiklarini, ogrenci ogrenmeleri hakkinda bilgi sahibi olduklarini ve meslege iliskin ozguvenlerini gelistirdiklerini dusunmektedirler.

家庭科教員養成における模擬授業の有効性 : コメント・レポートによる相互評価に着目して

家庭科教員養成における模擬授業の有効性 : コメント・レポートによる相互評価に着目して

Effectiveness of Microteaching for Developing Observation, Communication, and Professional Behavior Skill Sets Among Occupational Therapy Students

Abstract Date Presented 3/31/2017 This study explores the effectiveness of microteaching for developing a range of clinical skills among occupational therapy students. Findings show that microteaching is more effective than traditional methods for developing students’ professional behaviors and facilitating peer-supported learning. Primary Author and Speaker: Dragana Krpalek Additional Authors and Speakers: Sharon Pavlovich Contributing Authors: Heather Javaherian-Dysinger, Katie Beach, Anna Boehning, Jacqueline Lim, Meryl Paja, Aishani Patel, Christine Pham

English

Microteaching is widely used in many countries to prepare trainees for the complexity of the actual classroom environment but has limited use in Turkey. The main objective of this action research was to evaluate and increase in the effectiveness of microteaching, and determine the contribution of microteaching to trainees from their own perspectives through their reflections on their own experiences. Semi-structured focus group interview was carried out with 10 trainees out of 55 trainees who attended microteaching practices. The results ensured that against all the odds of microteaching, it is worthy to use microteaching practices to integrate theory and practice and train qualified teachers. Instead of just concentrating on its visible limitations, it would be better to concentrate on its advantages. Key words: Microteaching, science education, teacher education, focus group interview.

PENGARUH MICRO TEACHING DAN BIMBINGAN GURU PAMONG TERHADAP KEMAMPUAN MENGAJAR MAHASISWA MAGANG PROGRAM STUDI PENDIDIKAN EKONOMI STKIP PGRI TULUNGAGUNG

This research is a quantitative research that aims at knowing the effect of micro teaching and guidance from trainee teacher towards apprentice student’s teaching ability of Economics Departement of STKIP PGRI Tulungagung. Quesionare is used in data collecting method. The result of data analysis using multiple regression shows (1) There is significant positive effect between micro teaching and the apprentice student’s teaching ability, (2) There is significant positive effect between guidance of trainee teacher and the apprentice students’ teaching ability. (3) There is positive effect of micro teaching and guidance from trainee teacher towards the apprentice students’ teaching ability. The volue of effect is 44,2% , meanwhile 55,8% is influenced by other factors.