Microteaching Course Research Articles

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.

MICROTEACHING: Analysis of the Readiness of Prospective Mathematics Teacher Students in Teaching Function Material

In today's era of globalization, teacher professionalism is inevitable and cannot be postponed as competition becomes increasingly fierce. We need people who are indeed experts in their field, according to their abilities, so that everyone can play their role optimally. This study aims to describe the ability of students in a mathematics teaching research program to prepare to become professional teachers based on the teaching skill standards needed in the future to become teachers. In microteaching courses. Through micro-teaching, teachers gain knowledge and skills on how to plan and practice learning activities that will be provided to students so that learning becomes meaningful and they can become professional teachers. The type of research is qualitative, with the research subjects being three students conducting research in preparation for a micro-teaching course in semester odd of the 2023/2024 academic year. The tools used are learning planning rubrics, teaching practice observation sheets, practical skills assessment sheets, and practical activity notes—data collection techniques by observation, interviews and documents. Based on the analysis results, it was found insight and concluded that students of the study program Teaching Mathematics in Micro-teaching course have the potential to become professional teachers based on the skills education, specifically educational, personal, professional and social skills

Teacher candidates’ reflective thinking skills (RTSs) and pedagogical competence in EFL classrooms

This study aimed to investigate the association between English as a foreign language (EFL) teacher candidates’ reflective thinking skills (RTSs) and pedagogical competence. Employing a correlational study, a questionnaire conveying four dimensions of RTSs and the teacher candidates’ report of pedagogical performance in the microteaching course was used to collect the data on pedagogical competence. Using Google Forms, the questionnaire was administered to 52 EFL teacher candidates. The descriptive statistics identified that the RTSs of the EFL teacher candidates were categorized in the habitual action type. Pearson Product Moment yielded that the EFL teacher candidates’ RTSs and their pedagogical performance had a high positive statistically significant correlation, as the observed sig. value was .766. This finding confirmed that RTSs bridged the theoretical-practical divide, and was found as a predictive variable for pedagogical competence. Therefore, teacher education programs need to consider developing and implementing training activities to enhance student teachers’ RTSs, enabling them to make better pedagogical practices.

A Study of the 21st Century Teaching Competences in Content-Based Instruction Implementation

The present study aimed to describe the implementation of content-based instruction in a microteaching course attended by 28 pre-service teachers of the Biology and Mathematics Education study program. The study regards the importance of ensuring the readiness of 21st-century teachers especially in a class where content-based instruction was implemented. The study, therefore, focuses on the pre-service teachers’ English proficiency in using the target language for teaching subjects (i.e. biology and mathematics) and their skill in operating technology. The data were gathered using a questionnaire that was distributed online. The study found that 1) most respondents are aware of the importance of mastering English for carrying out learning; 2) despite the positive view, none of the respondents are confident that they are lacking English proficiency. Furthermore, 3) the respondents mostly think that they have problems when writing the materials in English, but 4) it was found that they are ready to use English when delivering the materials in the classroom. 5) Most respondents find grammar difficult to deal with, followed by speaking. In regards to the skill in using technology, the study found that 6) most respondents identify themselves as skilled in using technology, and it is supported by the variety of technologies used for teaching and making media. The implication of this study is for policymakers to strengthen course learning outcomes for English subjects.

This is what we experienced during teaching performance in a Microteaching course: An emotional geography

This research presented the narration of students’ emotions when microteaching practice. By using the narrative inquiry method, this research showed students’ emotions when they faced the challenges in teaching English performance in the microteaching course. Based on the five students' reflections, we took the data and then analyzed them using the thematic analysis method. The result of the research was related to emotional geography theory by Andy Hargreaves. Based on the analysis result, the researchers found that participants experienced the positive and negative emotions. In positive emotions, it happened when the participants did not nervous during perform in front of the classroom, did not feel nervous when taught different age and gender, felt comfortable and easier that caused by respect, felt so proud that caused by the appreciation, did not have the difficulty in delivering the materials, and felt enthusiastic when got the lecture advices. To negative emotions, it happened when the participants felt so nervous because the lecture and friends were very near, felt so nervous because it was the first time to practice teaching in front of the classroom, felt difficult in teaching because there was no learning tool to support, felt insecure with lecturer advices, and felt difficult when the lecturer instructed to use English in teaching practice.

IMPLEMENTATION OF FULLY ONLINE MICROTEACHING MODEL TO IMPROVE THE TEACHING COMPETENCE OF ARABIC LANGUAGE PRE-SERVICE STUDENT TEACHERS

Pandemic has changed microteaching models from offline to fully online. This requires skills that integrate technology into the lesson planning and teaching practice. This study aims to describe the implementation of fully online microteaching models to improve the teaching competence of Arabic language pre-service student teachers, its problems and solutions. This study uses qualitative descriptive method. Data were collected using observation, interviews, and documentation techniques and analyzed with Miles, Huberman, and Saldana interactive model of qualitative analysis technique. The study results show that the Arabic Microteaching course at the Faculty of Education and Teacher Training of Sunan Ampel Islamic State University was designed to be fully online using two models, namely synchronous and asynchronous models, using the media of Google Classroom and Google Meet. This model has its problems. The limited internet package made the students unable to turn on their cameras. This made the teaching practice less interactive. It also hampered the development of the social skills of the teaching practice students. The problem was overcome by regulating the turn to turn on the camera in the synchronous model and maximizing the offline asynchronous model by getting the students to attend [the class] and by recording the teaching practice in video. In this way, the fully online microteaching model can make Arabic language pre-service student teachers more competent in designing their lesson plans and in practicing digital-based learning creatively and innovatively.

Student’s Perception of Micro Teaching Course to Their Teaching Internship at The English Department of HKBP Nommensen University

This study aims to find out student perceptions and benefits of the Micro Teaching Course for Teaching Internships at the English Department of HKBP Nommensen University. Researchers used a qualitative descriptive method. The population is seventh semester students of English education, amounting to 20 students. Data was collected through questionnaires and interviews. To collect data, the researcher gave 20 statement in the form of a questionnaire and then distributed them to 20 students and 7 questions through interviews with 10 students. From the results of the questionnaire the researchers concluded that students felt helped by their experiences in microteaching, as many as 20 participants 70% of whom agree and 29,75% strongly agree that microteaching had an effect on increasing their skills in teaching, From the results of the interviews, the researcher also concluded that students' perceptions of the microteaching course had an impact on their teaching practices as evidenced by the students' narrative presentations. Students think that with microteaching students can improve their skills in making and teaching based on lesson plans, skills in explaining material, time management and increasing self-confidence in teaching.

Tadaluring Microteaching Learning Model: A Practical and Applicable Key to Improve Teacher Students’ Qualified Teaching Achievements

This article reports an analysis of teacher students' teaching achievement in designing lesson plans, improving teaching practice, and developing teacher competency. The research followed a mixed method research design, combining quantitative and qualitative data. It further employed a one-group pretest-posttest design in a quasi-experimental approach with the participants observed to obtain the needed data for further statistical analysis. The findings reveal that Tadaluring Microteaching Learning Model (TMLM), with its five-component microteaching cycle (e.g. syntax, social systems, principles of reactions, support systems, and effects of models) helps teacher students improve teaching achievement in Microteaching course by providing extra resources of experience to improve lesson plan design, teaching practice implementation, and teacher competence enhancement. This study also examines the experiences of both supervisors and teacher students in implementing the five components of the TMLM microteaching cycle. It reports that teacher students are able to design good lesson plans after participating in the TMLM microteaching cycle. It further shows the five components of the TMLM microteaching cycle aroused the teacher students’ positive attitude and motivation to create and improve teaching practice during peer teaching sessions while improving their personality and social competence at the same time. This study provides a better understanding that the use of TMLM's five components in the microteaching cycle can support teacher students' teaching performance effectively in the future.

Identification of Prospective Chemistry Teachers’ Misconceptions When Practicing Basic Teaching Skills and Their Correction Through Cognitive Conflict Strategies

Chemical misconceptions occur in almost all topics. Identification of chemical misconceptions has been carried out on students, students and even teachers. Chemical concepts are interrelated, so misconceptions at the primary level have the potential to cause misconceptions in the next concept. This study aims to identify misconceptions held by prospective chemistry teachers practicing basic teaching skills and overcome them through cognitive conflict strategies. This research is a naturalistic case study with an interpretive paradigm framework. Research is carried out naturally (natural setting) following the ongoing lecture program. The research was conducted during the even semester of the 2021/2022 academic year with 32 meetings for two classes. The research participants comprised 25 students (2 classes) taking microteaching courses. As the main instrument, the researcher is a microteaching subject with more than ten years of teaching experience. Data were collected using observation and interview methods with a cognitive conflict strategy framework. The results showed many misconceptions, including ionic bonds, ionization, and the formula for determining the pH of a buffer solution. Four prospective chemistry teachers experienced this misconception when practicing basic teaching skills. The correction results showed that 3 out of 4 students managed to correct the misconceptions that had been experienced before. One misconception is resistants. Based on the study results, it is recommended that a teacher or instructor pay attention to the misconceptions that occur and immediately overcome them as soon as possible.

Microteaching Setting during the COVID-19 Pandemic from the Author’s Point of View

Microteaching is one such teacher training technique which helps the teacher trainee to master the teaching skills and develop teaching strategies. The impact of the COVID-19 pandemic has made microteaching courses conducted online. This study aims to analyze the microteaching experience of Performing Arts Education students in a microteaching course during the COVID-19 pandemic. The microteaching session is divided into two sessions: online theory-based microteaching sessions and offline practice-based microteaching session. This study used a qualitative research. The research design used is the author's point of view.The author has direct contact with the people, situations, and phenomena being investigated. Data analysis techniques are carried out by systematically observing and recording the symptoms that appear in the object of research. In this microteaching setting, the author observes how students develop their own teaching and learning processes by planning, teaching, observing, evaluating, and reflecting on learning. The findings of this study indicated that the implementation of online and offline microteaching during the COVID-19 pandemic has its own advantages and disadvantages. In addition, the technical side also needs attention. The students still have not shown maturity in mastering the principles of teaching in the classroom. This study is used as a means to improve student teaching to become future educators in unexpected situations.

Strategies for Designing Effective Lesson Plan in Micro Teaching Practices Perceived by Indonesian EFL Student Teachers

This article aims to analyze the strategies of 6th-semester students of one of the private universities in Bengkulu in designing a lesson plan for their Microteaching courses. This research was qualitative and used interviews to collect data, as well as using descriptive patterns to present data, not using numbers. Interviews were used in this study to find out what strategies were used by sixth-semester students of the English Department. The results of this study highlighted the preparation of the teaching process, the problems faced by pre-service teachers, and some strategies they use in preparing lesson plans. This article is expected to provide a better understanding of strategies for designing a lesson plan.

Student-teacher conferences and video-recorded microteaching sessions in developing pre-service teachers' teaching competences

The present study highlighted the importance of pre-service teachers’ teaching competences in English Language Teaching (ELT). Facts show that empowering pre-service teachers is very important, but inspiring lecturers to implement a suitable teaching model takes time. Thus, this study aimed to determine how student-teacher conferences and video-recorded microteaching sessions (VRMS) affected pre-service teachers’ competences. Besides, the self-reflection of the pre-service teachers after watching their own teaching performance video and the conference with the lecturer was also investigated to see their behaviors towards their teaching performances. This mixed-method study involved one group and applied three main instruments to collect data: interviews (student-teacher conferences), checklists of teacher self-evaluation forms, and teaching practicum performance tests using a scoring rubric adapted from Brown (2000). There were 20 participants who were taking the Microteaching Course at the Department of English Education, Universitas Syiah Kuala, Banda Aceh, Indonesia. The study was conducted in one consecutive semester consisting of 16 meetings, each of which was 200 minutes long (4 credits). The results proved that student-teacher conferences and VRMS stimulated pre-service teachers’ teaching competences. Pre-service teachers grew their self-reflection after watching their own teaching videos and understood their strengths and weaknesses after getting student-teacher conferences. It implies that the improvement of their teaching competences resulted from a process involving the willingness to do self-reflection and the lecturer’s help in understanding what areas the pre-service teachers had to improve. The implications of the study are also presented and discussed in this paper.

Changes in the Pedagogical Content Knowledge (PCK) Self-Efficacy of Pre-Service Physics Teachers: Redefining the Role of Influencing Factors

Self-efficacy intervention in curriculum design is an effort to improve the quality of teaching practice for pre-service teachers. This research aims to redefine how pre-service teachers' self-efficacy changes through Physics Learning and Microteaching courses. Interventions are given by designing lectures with mastery of knowledge, guidance, teaching experience, and reflection on teaching experience. The intervention carried out 32 meetings (with a total of 67 hours) in 1 semester. The data collection techniques used a questionnaire consisting of 18 statements and reasons for giving the score through pre-test, mid-test, and post-test. The participants were 51 students in teacher education institutions in Indonesia. The results show that integrating activities such as delivering information about PCK, guidance, and their experience in teaching increased their self-efficacy. Still, their self-efficacy decreased after the teaching experience and reflection on their experience. These results recommend that teaching practice reflection activities should not be the last resort in improving students' self-efficacy. Providing information, guidance, teaching practice, and reflection should become an iterative process, where self-reflection notes as a tool to enhance their performance deficiencies and self-efficacy can be improved

Institutionalizing Crisis-Sensitive Education Planning, Preparedness and Capacity Building through Media and Technology Practical Skills for Undergraduate Pre-Service Teachers

Abstract: There is consensus that teacher educators should be held responsible for the trainees that they graduate. COVID-19 led to rapid response to the crisis by promoting adoption of remote learning. Ministries of education all over the world aligned rapid response to their long-term learning priorities. Efforts should be geared towards enhancing the skills of teacher educators and the trainee teachers in crisis risk reduction and management through micro-teaching course. Educational media practical skill training is critical to ensuring inclusive and equitable quality education and promotion of lifelong learning opportunities for all. Teachers need Technological Pedagogical and Content Knowledge to use technology for economic growth, social inclusion, and environmental conservation. Digitalization of the curriculum is about looking ahead of crises that may disrupt learning. However, studies on integration of ICT into pedagogy have revealed gross incompetence of teachers and lack of infrastructure and instructional leadership to support its implementation. Additionally, Ministries of Education in Africa have not institutionalized crisis-risk reduction and management into education policies and programs. Moreover, effective continuous professional development for teacher educators and learners has not been institutionalized in higher education in Kenya. Therefore, adoption and integration of ICT into higher education curriculum and pedagogy is still at a nascent stage. A study was done among fourth year pre-service teacher trainees at Maasai Mara University to establish how effective the media practical skills training prepared them for teaching practice and Technological Pedagogical Knowledge Content. The findings revealed that there was a relationship between media practical skills training and teaching practice. They also revealed that most of the students had pedagogical and content knowledge but no Technological Knowledge. This study has recommended revision of the teacher education curriculum, capacity building of teacher educators in 21st Century skills on Technological Pedagogical Content Knowledge and provision of well-equipped resource centers in teacher training institutions.

The Mnemonic Correction Becomes Meaningful Through Focus Group Discussion in Chemistry Learning

One of the concerns in the learning process is the meaning of writing mnemonics to help students memorize chemistry concepts. The research aimed to correct mnemonics in learning presentation by prospective chemistry teachers' students to be meaningful. The research used constructive design and qualitative methods. The researcher was the main instrument for the microteaching course. Data were collected through observation, focus group discussions (FGD) based on cognitive conflict, and documentation analysis. The results showed that it was found that two prospective chemistry teachers’ students from different groups presented the same mnemonic with less meaningful. The mnemonic was used to memorize the halogens (group 17 of the periodic table). The less meaningful mnemonic generally comes from social media. Based on the group discussion, the students of prospective chemistry teachers obtained 18 mnemonics with meaningful values.Prospective teachers must be able to improve mnemonics in learning to make it more meaningful, one way being to integrate ethnoscience aspects. It was suggested that there should promote creativity in developing learning that encourages positive attitudes to strengthen character education.

THE EFFECTIVENESS OF THE USE OF RPP BY FIELD PRACTICE TEACHERS (PL) IN THE LEARNING PROCESS AT THE STATE HIGH SCHOOL OF 1 TONDANO

One of the most important things that must be prepared before teaching in schools is the lesson plan (RPP) which has also been previously taught on campus in the Microteaching course. This lesson plan needs to be prepared by the PL teacher from the start so that students have guidelines in teaching. The purpose of this study is to reveal the extent to which the use of lesson plans by field practice teachers in the learning process at SMA Negeri 1 Tondano. The method used is a qualitative research method where this method basically looks at a phenomenon or social reality and then analyzes it using the researcher's own point of view. There are three lines of qualitative data analysis, namely data reduction, data presentation, and drawing conclusions. The results of this study are as follows: 1. Field Practice Teachers (PL) do not really understand the use of RPP in PBM as a whole, 2. PBM implementation is carried out spontaneously not based on RPP, 3. RPP helps Field Practice Teachers (PL) on certain components during PBM, 4. Some Field Practice Teachers (PL) try to use lesson plans as much as possible in PBM, 5. PL teachers face many obstacles in using lesson plans in PBM

Optimization of TPACK-based Project Learning in Micro-teaching Courses in Physics Education Study Programs during the Pandemic

The COVID-19 pandemic requires educators to design meaningful learning strategies that utilize technology, one of which is by implementing a project-based learning model. Advances in 21st-century technology encourage the creation of the TPACK learning approach. Prospective physics teachers need to have TPACK abilities as a provision to become competent physics teachers. This study aims to describe the results of implementing project-based learning models in improving TPACK abilities in physics education study program students in the pandemic era. This research method is Participatory Action Research (PAR). The data collection techniques for this study were observation, interviews, and questionnaires. The results showed that this learning project resulted in a product in the form of a learning implementation plan document and a learning implementation video. The results of implementing the project-based learning model from this research are: 1) students' TPACK abilities are at the exploring level. Students can integrate physics learning with suitable technology. However, students lack the confidence to conclude the evaluation results because learning is not applied in real classes; 2) students can use learning technology well; 3) students can master the learning content well; 4) students are not good at showing pedagogic abilities. Determination of learning strategies can affect students' TPACK abilities. Project-based learning strategies need to provide more stimulus so that TPACK's abilities can be improved, especially in their pedagogical abilities.

Analysis of Small Group and Individual Teaching Skills Students of Microteaching Learning

Small group and individual teaching is a form of learning that allows teachers to pay attention to each student, and establish a closer relationship between teachers and students as well as between students and students. This study aims to determine the ability of small group and individual teaching skills possessed by semester VI students of Primary School Teacher Education Study Program for the 2021/2022 academic year in the microteaching course. The basic teaching skills that must exist in a teacher or educator can be divided into eight types of skills. These skills play a very important role and determine the quality of learning, namely: explaining skills, opening and closing skills, questioning skills, skills to provide reinforcement, skills to carry out variations, skills to guide discussions and teach small groups and individuals, and skills to manage classes. To achieve the research objectives, the researcher used the type of research used was descriptive qualitative research to describe descriptively the basic teaching skills of prospective elementary school teacher students in microteaching courses involving 10 students. Data collection was done by direct observation in the form of a questionnaire given to students. Data were analyzed quantitatively and presented in tables.

A Quantitative Investigation of Final Year Preservice Science Teachers’ Sources of Self-Efficacy Beliefs

The purpose of this study was to reveal final year preservice science teachers’ sources of science teaching self-efficacy beliefs. Research on the sources of preservice teachers’ self-efficacy beliefs is a promising field of research. However, the number of studies examining the sources of preservice teachers’ teaching self-efficacy in a special domain of teaching is limited. Two hundred thirty-eight final-year preservice science teachers constituted the sample of the current study. Data were gathered through two measures assessing final year preservice science teachers’ science teaching self-efficacy beliefs in classroom management, student engagement, and instructional strategies, and sources of these beliefs. Regression analyses showed that mastery experiences were the primary source of self-efficacy for classroom management, student engagement, and instructional strategies, followed by verbal persuasions. While emotional states were the only negative predictor of final year preservice science teachers’ self-efficacy beliefs in science teaching in three dimensions, vicarious experiences were not found as a significant predictor for any dimension of self-efficacy beliefs. Teacher preparation programs are advised to pay more attention to teaching practice and micro-teaching courses and provide experienced mentor teacher models to preservice science teachers. Findings are discussed.

Developing a Self-Assessment Instrument for a Microteaching Class

The goal of this research was to create a self-assessment instrument for evaluating professional teachers’ performance in the microteaching course at FKIP UPY. This development research was based on Thiagarajan’s 4D development model, which included the stages of define, design, development, and dissemination. The participants were FKIP students who were taking microteaching classes. Purposive sampling was used and data were collected through student questionnaires. Data were triangulated using the DPL response questionnaire. With the help of the SPSS 16.0 program, empirical validity and reliability were calculated. A self-assessment instrument for assessing the performance of professional teachers for microteaching learning courses for FKIP UPY students was prepared, containing 42 items, which was developed through determining the material, determining instrument constructs, compiling grids, and compiling questionnaires. The instrument content was found to have good results for validation, and a reliability index of 0.75; the percentage of responses from microteaching supervisors was 88.5%. These results indicated that the self-assessment instrument can be recommended for assessing the performance of professional teachers in microteaching learning courses at FKIP UPY.
 Keywords: self-assessment, performance character, microteaching