Implementation Of Microteaching Research Articles

Analysis of Micro Teaching Course Implementation to Improve 8 Basic Teaching Skills for Accounting Education Students

The aim of this study is to describe the implementation of micro teaching in improving 8 basic teaching skills for future students in the accounting education course and to describe the constraints that accounting students experience during the implementation of the practice of micro teaching. The data processing technique in this study using the interactive analysis miles and huberman, which was afterward analyzed using the NVivo 12 applications. These findings include the following: (1) accounting education students are able to perform the practice of micro teaching with 8 teaching skills, (2) micro teaching was able to raise public speaking accounting education (3) micro teaching was able to provide teaching pictures to accounting education students before going directly into the field, (4) micro teaching was able to enhance communication skills for accounting students, And (5) through practice micro teaching can enhance students' creativity in choosing both learning and media strategies. The study was carried out to see if performing micro teaching in accounting education could improve student teaching skills to prepare students as prospective teachers.

Evaluation of the Implementation of the Micro Teaching Program for Students of the Physical Education Health and Recreation Study Program FKIP Primagraha University

This research aims to determine whether the implementation of the micro teaching program for the 2022–2023 academic year is effective for students of the Physical Education Health and Recreation Study Program, Faculty of Teacher Training and Education, Primagraha University. Study descriptive done with use design study studies survey. Research sample this using 80 students with taking sample use purposive sampling. Instrument study this use questionnaire scale likert. Based on results study 67.5 % of students answered questionnaire about level preparation micro teaching activities are categorized has do it. Study This supported by survey data about aspects not quite enough answer lecturer mentor in implementation of micro teaching, in particular classification of 52.5% of them classified moderate / fair in matter guidance student. Based on results survey, found 50.84% of students Enough capable carry out micro teaching practice in the microteaching laboratory. Based on the percentage results, it is stated that in terms of implementing micro teaching, it has not achieved success because it has not achieved 100% of the overall assessment aspects which really support the implementation of micro teaching practice.

THE EFL PRE-SERVICE TEACHERS' PERSPECTIVES AND EXPECTATIONS TOWARDS MICROTEACHING: A CASE STUDY AT AN ENGLISH DEPARTMENT, IN A PUBLIC UNIVERSITY

Teaching practice in real educational environment is an obligation course for student teacher of teacher training and education faculty. This course is believed to be very significant as authentic experience to create professional educator by training. However, student teacher has to follow microteaching program before teaching practice at school as a set of teaching practice preparation (Ismail, 2011) which provided by university to be qualified pre-service teacher. This study was conducted as qualitative research with a case study approach. It was commonly used to understand peoples' experiences and to express their perspectives (Creswell, 1994). Furthermore, this study used triangulation data sources, consisting of: (1) demographic questionnaire, (2) face-to-face interview, and (3) observation that consisted of video as visual data, to conduct high quality research with an excellent way (Christensen & Johnson, 2008). The first, microteaching gave knowledge about teaching technical steps. This finding was relevant with another research that microteaching provided and developed knowledge of methodological teaching skill (Sen, 2009). However, findings in this study provided very specific technical teaching skill that gained by EFL pre-service teachers during the implementation of microteaching, such as a teacher should design lesson plan before coming to class, besides on lesson plan they had to pay attention with several points like material that would be taught and then decided appropriate steps in teaching that material to student on accurate time allocation. Second, the advantages of microteaching were teaching practice which gave opportunities to smoothness pre-service teachers' teaching skill (Ismail, 2011) which been the most important point of microteaching itself. However, not only well preparation that needed by EFL pre-service teachers to be an educator, but also well teaching was also significant.

Analysis of Microteaching Learning

The basic skills of teaching students who are prospective teachers of Mathematics Education are needed to improve the competence of prospective teachers when entering the world of education. This study aims to determine the process of teaching and learning activities and basic teaching skills of prospective students of Mathematics Education teachers in microteaching at UNIPA Campus Blitar. This type of research includes descriptive research with a qualitative approach. The research subjects were 6 students. There are two techniques used in this study, namely observation techniques with open and closed answers. The activities of students of the Mathematics Education Study Program at UNIPA Campus Blitar regarding the Implementation of Microteaching in the teaching skills of prospective teacher students in the 5 main components of Basic Teaching skills have a total average of 76.1%, which is included in the good category.

Problematika Mahasiswa Calon Guru Dalam Pelaksanaan Pembelajaran Micro Teaching di STIQ Amuntai

From previous research, during the implementation of micro teaching students often experience several problems, such as lack of mastery of learning materials, difficulties in making lesson plans, inconsistent duration of time, feelings of pressure, low self-confidence and lack of teaching motivation. These problems resulted in the results of student practice being less than optimal. Based on the existing problems, researchers are interested in conducting further research related to the problems experienced by students when practicing micro teaching at STIQ Amuntai. The purpose of this study was to identify the problems that occurred to students in the implementation of micro teaching at the Amuntai College of Al-Quran Science (STIQ). The method used in this research is a qualitative method with a descriptive approach. The data collection techniques in this study used observation techniques, online interviews using google forms and documentation of STIQ Amuntai students. The results showed that there were several problems faced by students when practicing micro teaching, including lack of confidence, difficulty in speaking Indonesian, difficulty in determining strategies or methods, difficulties in conveying learning objectives, difficulties in choosing and using media, difficulties in apperception, difficulties in explaining. materials, and difficulties in making lesson plans.

MICROTEACHING DALAM JARINGAN BERBASIS LESSON STUDY DAN PENINGKATAN KETERAMPILAN MENGAJAR SERTA PENGEMBANGAN LESSON PLAN

<p class="Els-keywords">The purpose of this study is to improve skills in developing Lesson Plans and teaching skills for students. This type of research is a descriptive study with a qualitative approach. The research subjects were 11 students of the Mathematics Education Study Program, Teacher Training and Education Faculty, Universitas Veteran Bangun Nusantara Sukoharjo. The research was conducted on Microteaching Courses which were conducted based on Lesson Study. Recovery is carried out in a network using several platforms, namely: YouTube, the Learning System in the Universitas Veteran Bangun Nusantara Sukoharjo Network with the Moodle, Zoom, and WhatsApp application platforms. The method of data collection is carried out by the method of observation. The instruments used in this study were: Teaching skills assessment sheet and lesson plan assessment sheet. The two instruments are carried out to assess teaching skills and the Learning Implementation Plan in Open Lesson I, II, and III. Based on the results of the study, it was found that the change in the average score of 11 students who practiced their skills in developing Lesson Plans starting from 76.636; 84,182; 88,364. For teaching skills, the changes are as follows: 76,818; 83,909; 87,182. So the result of this research is that the implementation of Microteaching in a network based on Lesson Study can improve students' abilities in compiling Lesson Plans and student teaching skills.</p>

Micro-teaching in the Digital Industrial Era 4.0: Necessary or Not?

Background: The era of the industrial revolution 4.0 is often called the era of the digital revolution. In this era, the boundary line between biological, digital, and physical seems to fuse and become one so that it eventually becomes an era that has the characteristics of automation in all types of activities, the use of artificial intelligence in life, the use of machines and robots, the Internet of Things, networking and very open access to technology in life. Educators in the digital era are currently required to have 21st-century teaching skills to achieve the needs of superior generations in the digital age. Educational institutions of teacher professions are fully responsible for the fulfillment of teachers with the competencies needed in the current digital era. Micro-teaching is one of the teaching methods currently given to prospective teacher students to practice teaching skills in the classroom. However, the implementation of micro-teaching is considered to have many shortcomings including class conditioning that still seems unreal and lack of students' ability to design learning, especially in the current digital era. To answer this problem, researchers designed a series of studies to see what factors influenced the decline in performance. Aims: The focus of this research is conducted on micro-teaching learning methods that seem less effective in equipping teacher competencies, especially in the pedagogical and professional sections. This study aims to evaluate the implementation of micro-teaching, whether micro-teaching learning is still relevant to the digital era and to find out what factors are needed to fulfill the competencies of prospective teachers in the current digital era. Methods: A combination of quantitative and qualitative techniques was employed for the purpose of gathering the data. Mainly, a questionnaire and a focus group of discussions were used as the main tools for data collections. Result and conclusion: overall analysis of the findings indicated that the biggest obstacle in the implementation of micro-teaching is the lack of real experience regarding classroom conditions at school so that it still raises concerns in prospective teacher students. Prospective teachers described a variety of benefits they gained from micro-teaching experiences. The study ended with recommendations and directions for future studies to further examine the highlighted result.

Student Teachers Challenges in the Preparation and Implementation of Microteaching: The case of the National University of Lesotho

Student Teachers Challenges in the Preparation and Implementation of Microteaching: The case of the National University of Lesotho

Implementation of Microteaching in Special Teaching Methods I And II Courses: An Action Research

The aim of this study is to implement micro teaching method in Special Teaching Methods I and II courses in order to teach preservice teachers how to make lesson plans and help them gain experiences in classroom management issues; i.e. to improve their teaching skills. The study was designed according to the principles of action research. Pre-service teachers carried out micro teaching sessions during the fall and the spring term as a requirement of Special Teaching Methods I and II courses. The research process started at the beginning of each term. In the first 7 weeks, the instructor provided preservice teachers with theoretical knowledge about special teaching methods. The practice phase started after the mid-term exams, in which the participants were divided into groups and taught lessons on predetermined topics by using micro teaching methods. The teaching practices were video recorded. The data of the study were obtained from video recordings of the micro teaching sessions, the semi-structured interviews conducted with the participants and the learner diaries. A total of 40 preservice teachers participated in the study; however, the data from 10 participants were used in the analysis. The results revealed that preservice teachers gained experience in teaching and improved their teaching, classroom management, and lesson plan preparation skills thanks to this implementation.

Penerapan Taksonomi Bloom Revisi untuk Meningkatkan Kemampuan Pemahaman Konsep Matematis

The ability to understand students' concepts is important. But the ability to understand the concept of students does not grow without just passing on an action from a serious educator in dealing with this problem. Developing learning objectives in general is one of the right steps taken by educators in learning. Bloom Revision Taxonomy that researchers will use in developing learning objectives in this study. so this study aims to describe students' abilities in understanding concepts through Bloom Revision's taxonomy. This type of research uses a qualitative descriptive method to see students' understanding of concepts in the implementation of microteaching in accordance with taxonomic steps of the revised bloom on the Education of Mathematics students at UIN Raden Intan in the sixth semester. Data collection techniques are tests on the implementation of microteaching and interviews. Based on the results of the assessment seen in the results of the observation sheet on the implementation of the learning that the steps of Bloom's Taxonomy can be applied in accordance with the selected indicators and in general students have been able to understand mathematical concepts well. So it can be concluded that the application of Bloom Revised Taxonomy in learning can improve students' ability to understand concepts

TADALURING Microteaching Learning Model (TMLM): Preparing Professional Teacher by Pre-Service Training

As a certified professional, teacher forms indispensable roles in achieving the learning objectives. The complexity of teacher’s profession decidedly requires the teacher to master a number of competencies and skills. One of them is to master the basic teaching skills. Realizing the complexities of the teacher’s profession and the requirement of teacher’s profession, LPTK –Faculty of Teacher Training and Education– which produces professional teacher, requires enhancing the teacher’s quality and creativity through pre-service teaching and training. Microteaching is one of the efforts to prepare the candidate for a professional teacher in higher education. The growth of a number of students being served with the availability of micro teaching laboratories is, however, disproportionate. Consequently, the problems faced are the time management, the laboratory utilization, the availability of sufficient microteaching infrastructures as well as the implementation of micro teaching itself. One of the ways to solve the problems is to develop a microteaching model adapting the force driving sophisticated ICT named TADALURING Microteaching Learning Model (TMLM). The Instructional Systems Design (ISD) made use of developing the model is Borg and Gall procedures. The cyclical phases of conducting the research were preliminary research, development, field-testing, and dissemination. The research finding indicates that the trial-tested model is stated valid, practical, and effective. The TADALURING Microteaching Learning Model (TMLM) is essentially accentuated on a face-to-face classroom, online and offline practices.

Analisis Pelaksanaan Microteaching Mahasiswa Program Studi Pendidikan Agama Islam

The problem in this research is the implementation of microteaching in PAI departement FITK IAIN Surakarta has not been evaluated and need to know the urgency after the existence of several courses of learning strategy that is substantially the same as the implementation of microteaching activities.The research method used is descriptive, carried out for three months since April-June 2016. The population of this research is the students of semester V of academic year 2015/2016 that follow the microteaching of 450 students, the research sample is 260 students. The results show that: 1) The implementation of microteaching as a whole has fulfilled the provisions of microteaching implementation as stated in the microteaching guide book. Each student performs teaching practice as much as 4-5 times, previously required to prepare RPP which will be reviewed and corrected by supervisor (DPL). In implementing the teaching practice, students are required to practice one of the teaching strategies in accordance with the material to be submitted; 2) Although the students have obtained several courses of instructional strategies that note more of the practice of teaching both groups and individuals, but 81% of students stated that microteaching is still needed. Keywords: Analysis, Microteaching.

Development Microteaching Handbook for Lecturer, Student, and Learning Laboratory Crew of Science and Mathematic Faculty

The purpose of this research is for developing the microteaching handbook for lecturer, student and learning laboratory crew in faculty of science and mathematic. The handbook should be has feasible content. The type of research is development research, there are some steps from this research. First Analysis, second Planning, third Design, fourth Development, and fifth Implementation. Evaluation and Revision include in the research steps and done in any development activities. The point of feasibility handbook review are content, language, performance, and usefulness in supporting innovative learning. The data source from the reviewers who be able indicate that Microteaching Handbook developed properly use in the next implementation of microteaching.

Microteaching as a Transitional Technique to Student Teaching

ABSTRACT Microteaching is a teacher training strategy which has been employed since the early 1960's. Its basic components are: (1) a single concept to be taught, (2) a microteacher, (3) a microclass, (4) a brief teaching period, (5) various sources of feedback, and (6) an opportunity to reteach to a different class. Since the initial research at Stanford University, micro‐teaching has frequently been altered in order to adapt it to the programmatic constraints (e.g., financial, philosophical, physical, geographical, etc.) at the institutions where it is employed. One adaptation incorporates microteaching as a vital segment of a seven‐ to eight‐week methods course meeting three times a week. While preserving its original purpose‐perfection of teaching techniques and styles‐the constraint of having to compress theory and practice into a relatively short period of time lead to the alternate use of this strategy for the purpose of exposing the teacher trainee to ‘real’ teaching. The author discusses the organization and implementation of microteaching as an attempt to engage prospective foreign language teachers in ‘real’ teaching prior to the student teaching experience. Guidelines for this adaptation of microteaching include: (1) number of sessions, (2) securing the microclass, (3) the microclass setting, (4) a profile of a microclass, (5) the abbreviated lesson, and (6) the critique session. The article concludes with additional benefits afforded by the model discussed.