Microteaching Practice Research Articles

Indexicality of “Kelian” in Student Microteaching Practice: Anthropolinguistic Study

The indexicality study aims to describe the meaning of the variation of the pronoun “kelian” used by students with Batak ethnic background at University of HKBP Nommensen Medan. This study uses a qualitative method with an anthropolinguistic approach. The data of this research is in the form of oral data obtained from the performance of microteaching practices. Data were obtained from 12 recordings, 12 interviews, and participatory observations. The results of this study found that the indexicality of 'kelian' is a communicative expression that can show markers of the speaker's identity, feelings of affection or concern, and community identity. This study concludes that the indexicality of 'kelian' is used as a marker of identity and relations. These findings can be used as a technique to communicate or express knowledge in learning.

Analysis of the development model for the microteaching laboratory to effectively train qualified teachers

This study aims to develop an effective microteaching laboratory model in preparing superior prospective teachers. This study was conducted through a series of stages, including needs analysis, model design, implementation, evaluation, and refinement. Needs analysis was conducted to understand the needs and expectations of microteaching course lecturers and prospective teachers regarding the microteaching practice experience. The design of the microteaching laboratory model involved the development of infrastructure, curriculum, guidelines, and supporting implementation procedures. The implementation of the model was carried out by involving course lecturers and prospective teachers in a structured microteaching practice implementation session. Evaluation was conducted to evaluate the effectiveness of the model based on predetermined criteria. Refinement was carried out to improve and enhance the model based on evaluation findings and to prepare prospective teachers well through structured simulation, reflection, and feedback experiences. The implication of this study is the importance of developing a learning model that is in accordance with the needs of prospective teachers to produce superior graduates in the education profession. The results of the study indicate that the development of a microteaching laboratory can improve the teaching skills of prospective teachers through simulation, reflection, and feedback provided in an environment that supports learning. The implication of this study is the importance of developing learning facilities and infrastructure that are in accordance with the needs of prospective teachers in developing their teaching skills.

Exploring pre-service teachers’ intentions of adopting and using virtual reality classrooms in science education

This study investigated how pre-service teachers perceive and plan to use a virtual reality classroom for science teaching during microteaching practices. The UTAUT 2 model was adopted as the conceptual framework for this study. Data were collected through an online survey from eighty-three pre-service science teachers from a large metropolitan university in Gauteng Province, South Africa. The collected data were analysed using descriptive and regression analysis. The results revealed that pre-service teachers demonstrated a high level of acceptance and intention to use Virtual reality classrooms in their microteaching practice and future classroom teaching. Thus, implying that they were receptive to the idea of using virtual reality classrooms in their microteaching practice and future classroom practice. Results further indicate that the preservice teachers are fascinated by the utilization of virtual reality classrooms for their microteaching practice based on two significant factors: social influence and technology self-assurance. However, results show that age and gender do not moderate the influence of performance expectancy, effort expectancy, social influence, facilitating condition, hedonic motivation, self-efficacy, anxiety and attitude on preservice teachers’ behavioural intention to accept and the virtual reality classroom for their microteaching practice and future classroom teaching. The implications of these findings for science teaching and learning are discussed as it delves into the motivations and considerations of pre-service teachers when incorporating virtual reality classrooms into their teaching practices for science education.

Reflective Practices of Pre-Service Teachers: Self-reflections on Micro Teaching

This study aims to reveal pre-service teachers' (PSTs) self-reflections on micro-teaching practices. The study was conducted with a qualitative approach. The participants of the study consisted of 117 PSTs from 9 different branches who took the Micro-teaching (Elective) course at the faculty of education of a state university in Türkiye in the 2021-2022 academic year. According to the aim of the study, PSTs did micro-teaching practices. The micro-teaching practices were video-recorded and watched by the PST. The practice was evaluated by the PSTs peers and delivered to the PST in writing. The qualitative data of the study were obtained with the "Self-reflection Form" prepared by the researchers. This form consists of two open-ended questions about the strengths and weaknesses that pre-service teachers realized during the microteaching practice. The data were analyzed by content analysis method. It was found that PST described their strengths and weaknesses in planning, process, and assessment categories. PSTs emphasized their weaknesses more than their strengths for the planning category. In the category of planning, pre-service teachers stated that their strengths were that they were able to prepare lesson plans with well-rounded activities and integrity, and their weaknesses were that they could not manage their time properly and that they realized that the activities and examples were not suitable for the grade level. In the category of processing, they emphasized strengths more than weaknesses. The PSTs consider themselves strongest in lesson management and stated that they need to improve their diction, voice, and oratory skills. The assessment was the least opinioned category by the PSTs. For the assessment of the lesson, PSTs thought that they achieved the outcome by focusing on the teaching process, which was considered successful.

The Promotion of Microteaching Practicum to Enhance Thai-Teaching Major Students’ Readiness in Organizing Instruction During the Spread of COVID-19 Virus Situation

This research was aimed at: 1) enhancing practice of microteaching for Thai-teaching major students to assure their readiness in organizing instruction during the spread of COVID-19 virus situation, and, 2) providing guideline for carrying out microteaching for students majoring Thai teaching to assure their readiness in organizing instruction in the midst of the spread of COVID-19 virus situation. This research had utilized qualitative research methodology for the study. The sample subject used were selectively selected from Thai-teaching major 4th year undergraduate students (61 code number) who had registered in the course 100488 MICRO TEACHING PRACTICE, in 2nd semester, 2021 academic year, totaling 8 subjects. The research instruments included 1) plans and schedule for instructional organization on microteaching, 2) worksheet for organizing microteaching learning plans, 3) form for recording the instructional preparation for each skill, 4) self-assessment form, 5) student’s feedback form, 6) teaching observation form, 7) post-instruction reflection form, 8) group discussion, 9) individual student interview, and, 10) reflection form to be responded by students at the end of the course. The qualitative data were analyzed via content analysis on the findings obtained from observation, interviews, focus group discussion, student’s instructional practice and their performance outcomes.
 
 Outcomes of the research are as follows. Firstly, actions to help enable students could come in form of: 1) enhancing new knowledge and learning experience, 2) comparing what occurring to the students between pre-instruction and post-instruction to see if and how students changed, improved, developed, themselves, 3) promoting microteaching practicum to enable students to train themselves on communication skills, skill in constructing instructional media, teaching skills, and thinking skills, and, 4) As the results of utilizing microteaching practicum, students had gained knowledge and readiness in carrying out online instruction. Secondly, the researcher had proposed the guideline called “9 pinciples for facilitating microteaching practice for Thai-teaching major students to gain readiness in organizing instruction in the spread of COVID-19 virus situation.”

STUDENTS’ PERCEPTION OF RPP DESIGN AND USE OF LEARNING MEDIA THROUGH THE MICRO-TEACHING PRACTICE

The aims of this research are 1) The students’ the teaching practice in microteaching, 2)The students’ perception of the Lesson Plan design in microteaching practice, 3) Students’ perception of the use of learning media in microteaching practice. This method of this research was use descriptive qualitative. Subject of the Research is the location of this research was at English Department, Universitas Negeri Surabaya. The subject of the research was the students at Universitas Negeri Surabaya, English Department of seventh semester. The researcher observed one classes consists of 87 students. Based on the data obtained, the researcher concludes that most of the students gave positive perceptions of the microteaching practice in the teaching and learning process, there were many statements that microteaching got a lot of knowledge, including how to teach properly and correctly, and microteaching can to increase self-confidence and being more excited.

Pre-Service English Language Teachers’ Perceptions of A Good Language Teacher at the University of Technology and Applied Sciences (UTAS), AL-Rustaq, Oman

The study examines how the pre-service English language teachers at the University of Technology and Applied Sciences (UTAS)-AL-rustaq perceive the notion of a ‘good language teacher’ before and after they undertake microteaching practices. Qualitative research was employed to answer the main research questions of the study, which is what are pre-service teachers’ perceptions of a good language teacher before and after experiencing microteaching? In order to answer the research question, semi-structured interviews for twelve pre-service English language teachers were conducted before and after the microteaching context. By employing the content analysis, the findings revealed that pedagogical knowledge is the best quality that pre-service English language teachers must possess at the UTAS-AL-rustaq. Personal qualities such as being a motivator, being kind, being enthusiastic and having a sense of humor were also perceived as important features of a good teacher from the participants’ point of view. The powerful influence of the microteaching practice made the participants able to incorporate their background knowledge (the studied theories) into practice. This was clear from their interpretation of the concept of good language teacher from only personal qualities to more into teaching with good personal qualities. This, therefore, emphasizes the importance of this practical course in shaping more practical teaching identities over simply theoretical ones amongst the participants. It is hence recommended to increase the practical courses and allocate them towards the end of the pre-service teacher education programme. It is also recommended that the teachers of these courses focus on post-lesson discussions, and make a balance emphasis on the overall good teacher qualities in order for the pre-service English language teachers to see the importance of all qualities in the language classroom.

The Reflectivity of EFL Preservice Teachers in Microteaching Practice

Microteaching as a teaching practice helps preservice teachers develop their teaching and restructure their pedagogical schemes through reflection and feedback, particularly in teacher education. In particular, critical reflection helps preservice teachers describe their instructional experiences and perceptions and analyze what they have learned from those experiences. The study aimed to investigate how English as a foreign language (EFL) preservice teachers implement and reflect on their teaching performance in microteaching activities. The participants were 22 Korean EFL preservice teachers at a college of education. Grounded in Amobi’s (2005) conceptual framework of microteaching reflectivity, the preservice teachers’ self-reflection on microteaching and peer feedback checklists were collected and analyzed. Content analysis was used for data analysis. The findings revealed that the participants’ teaching practice had a range of reflectivity patterns of describing, informing, conforming, and reconstructing. This study also found that the participants made progress through microteaching practice. The pedagogical implications of these results encompass the usefulness of microteaching in three groups of preservice teachers, teacher educators, and institutions.

Relocating Online a Technology-Enhanced Microteaching Practice in Teacher Education: Challenges and Implications

The rich repertoire of online practices adopted by educators during the Covid-19 pandemic opened up new perspectives for educational research to consider e-learning post-pandemic. Focusing on teacher education, it is worth considering the practices adopted to inform the development of future curricula that cultivate teaching competencies for e-learning. This paper examines microteaching, a well-established practice realised in teacher education as a learning-to-teach experience. As was the case with other teacher education practices, the forced online transition heavily compromised the vividness of microteaching -a technique inherently connected to face-to-face interaction-. On the other hand, this online relocation can be an opportunity to capitalise on online microteaching as a fulfilling e-learning experience in teacher education. The paper has two parts. In the first part, we conceptualise the potential of microteaching while applying Technology-Enhanced Learning (TEL). The second part reports our experience relocating online a mature technology-enhanced microteaching practice (successfully implemented in face-to-face settings for seven years) due to the Covid-19 pandemic. Our research design utilises two implementations of microteaching practice. One was conducted in a typical face-to-face context pre-pandemic, and another was conducted in an online context during a lockdown imposed by the pandemic. On a first level, collecting qualitative data from both contexts allowed us to observe common TEL-related challenges. On a second level, we focused on identifying challenges distinct at the online context to infer and highlight the implications of the online relocation. These implications relate to (i) the organisational changes, as experienced from the instructor’s perspective, (ii) the technologies adopted for applying TEL, and (iii) the challenges that pre-service teachers (PSTs) face in the online environment. Our findings extend the previous research scope on face-to-face microteaching practice. New challenges of relocating technology-enhanced microteaching online include technical difficulties in handling technologies and reduced participation in whole-class discussions. However, challenges that remain relatively unaffected concerning the typical face-to-face practice are (i) the PSTs immersion in the roleplaying character of microteaching, (ii) the misconceptions on the principles and methods of teaching techniques roleplayed, (iii) the adoption of digital tools for applying TEL, (iv) the selection of suitable digital tools, and (v) the burden of time limitation. In conclusion, we argue that these insights reveal an unexplored potential for technology-enhanced microteaching in an online context. We discuss how the implications of shifting microteaching practise online may model future microteaching implementations in teacher education post-pandemic. We support that online microteaching, apart from providing an alternative method when circumstances impose it, should be integrated within the typical teacher education curriculum to cultivate teaching competencies for e-learning.

The Strategy of Observing, Imitation, and Modification in The Preparation of Lesson Plan in Microteaching Practice

The lesson plan is one of the determining factors for the success of the learning implementation. Lesson plans are a major part of the microteaching practice cycle. However, in the practice of microteaching, lesson plans are not more important than the practice of basic teaching skills so that student-teacher is not skilled in preparing lesson plans. In preparing the lesson plans, observing, imitation, and modification strategies are used so that the research subjects can prepare lesson plans according to the components of the lesson plans that integrate 21st Century skills. This study is a one-group experimental study to determine the difference in average learning outcomes before and after using observing, imitation, and modification strategies. The results showed that the study subjects' learning outcomes after using the observing, imitation, and modification strategies were better than before using the observing, imitation, and modification strategies. This strategy is effectively used because it is able to increase the understanding and creativity of research subjects towards the preparation of lesson plans. In the practice of microteaching, the preparation of lesson plans needs to be a major concern before student teacher candidates practice basic teaching skills.

An Analysis of Novice Teacher’s Questioning Types During the Microteaching Classroom

The only thing that is expected in classroom learning activities is the achievement of learning objectives. One of the efforts to achieve the learning objectives is to always communicate with students, such as asking questions. This study aims to determine the query used by novice teachers during their micro-teaching practice in teaching Senior High School students. The theory of Lockhart (1994) is used in this research. Researchers used qualitative methods in processing data. The data obtained from the results of classroom observations with video zoom recording and documentation. The data sources for this study were taken from 10 novice teachers at one of the universities in Indonesia. The author took the data to find out what the novice teacher used during they were doing micro teaching classroom. As a result, the types of question that the teacher used are procedural question, convergent question, and divergent question. Then, the type of question that frequently uses is convergent question. The questions that novice teachers in teaching often use do not require high thinking.

Real Time Feedback in English Microteaching Practice: A Case Study on Online Learning

<p class="16">Online microteaching classes allow the student to practice their teaching ability using the online platform. This case study attempted to find out the perspective of teacher trainees using real-time feedback and peer observation of online microteaching classes. The researcher focused on 3rd year microteaching students in 2020/2021 at one of Indonesia's state universities. In this qualitative case study, the researcher used multiple data collection techniques. The researcher uses a questionnaire from (Eksi, 2020) with some changes to suit the purpose of this study in collecting data. The researcher distributed the questionnaire to 40 teacher trainees who already practiced online microteaching and got real-time feedback from the lecture and their peers. The teacher trainee showed a positive perspective in using real-time feedback. They thought the process helped increased their professional development. Many student-teachers were engaged in giving real-time feedback to other student teacher's performance. They realized that real-time feedback helped them positively. However, the results found that most of the teacher trainees believe that the direct observation from two or three students was enough. Teacher trainees also thought that online classes are increasing the opportunity for misunderstanding.</p>

Does the format residents use to give and receive feedback about teaching affect the usefulness of the feedback?

PurposeAn important element in each teaching workshop for resident doctors at the University of Saskatchewan is the microteaching sessions, including feedback. We set out to test our observations that one condition for organizing the feedback increased the quality of feedback. In one condition, residents provide and receive feedback in all areas listed on our feedback form; while in the other condition, they provide and receive feedback in some areas.Methods:Over 115 residents participated in the teaching workshop in the 2019-2020 academic year. Each resident experienced both conditions for giving and receiving feedback—about half with one condition first and the other half in the opposite order. We developed and tested a simple survey that asked about the usefulness of the feedback.Results:We used the Mann-Whitney U test for differences between some areas or all areas. We found a statistically significant difference with small to moderate effect sizes (Cohen’s d) favouring the some areas condition.Conclusion:Residents found the usefulness of feedback given or received using the feedback condition in some areas greater than all areas. We will now only use the some areas condition and recommend that other teaching workshops that use microteaching practice sessions consider using this condition.

THE BEST MICROTEACHING PRACTICE PLATFORM: OFFLINE, ZOOM, OR WHATSAPP GROUP?

Teaching practice may be done in various platforms in this modern era. The platforms enable the interaction of students and student teachers in Microteaching practice to be implemented in offline face to face class as well as in online classes. They are optionally implemented; even the current worldwide pandemic situation forces the online platforms to be implemented in higher frequency. This research is aimed at finding the best Microteaching practice platform by comparing the student teachers’ Microteaching practice achievement as well as their perception in Microteaching Class by using offline, synchronous, and asynchronous platforms of learning during this pandemic at English Education Department Muria Kudus University. Through an expose-facto design this research shows that the best Microteaching practice platform uses Zoom Meeting. This refers to the comparison of the student teachers’ best Microteaching practice achievement scores and opinion of using offline, Zoom, and WhatsApp Group platforms; and the result of the student teachers’ opinion indicates that they basically prefer having offline teaching platform; and supporting that Zoom Meeting is as the best Microteaching practice platform, they have reasons: they felt more comfortable and confident; they felt more efficient; they felt not being directly observed; and they had bigger freedom in practicing teaching.

Analysis of the Teaching Difficulty by University Students of Arabic Language Education through Microteaching Practices/ Analisis Kesulitan Mengajar Mahasiswa Pendidikan Bahasa Arab Melalui Praktik Microteaching

Microteaching is one of the media that develops skills suitable for teachers in improving Arabic teaching skills. For prospective teachers, the advantages of implementing microteaching practice can provide an authentic experience and practice some skills so that future teachers can create an effective, efficient, and attractive Arabic learning process. This study aims to determine the level of teaching skills of prospective teachers with peers as supervisors, knowing the difficulties before and during the microteaching process. The approach in this research is robust, with quantitative descriptive as the method. After the data collected, quantitative data processing is carried out in the following ways: a) Editing, all documents are checked completeness after respondents fill in: b) Coding and Data entry, done manually: c) Data cleaning: d) Data is then analyzed, data analysis is done with simple univariate analysis. The results showed that students' skills in drawing up a Learning Implementation Plan (Rencana Pelaksanaan Pembelajaran) were 74.1%, student skills in providing learning media that supported learning were 76.4%, student skills in using learning methods were 77%, and student skills in conducting variations, discussions, explaining materials by 75%. The average score of prospective teachers in the microteaching of the Arabic Language Education Study Program of Muhammadiyah University of Yogyakarta is 76.4%. The difficulties faced by future teachers in microteaching practice with peers as tutors are summarized in several points, (1) Rpp Building Skills, (2) Incompatibility between reality in the classroom and RPP, (3) Lack of teacher confidence, (4) Difficulty using learning media, (5) Difficulty in teaching basic skills. The difficulties of basic teaching skills are opening and closing lessons, classroom management skills, group forming skills, explaining skills, and variation making skills.

The Application of Questioning Skill as a Scientific Approach in Microteaching Practice

This study aims to know the pre-service teachers� skill in teaching by using scientific approach for providing their teaching performance in Internship Program 3. The population of this study was the students of English Education Study Program. Meanwhile, the sample of this study was the students of sixth semester taking Microteaching. This study used qualitative descriptive research. The steps of this study were collecting the data from the sample containing observation and questionnaire. Besides, the data analysis method of this study was data collection and tabulation, they were coding and arranging the data. Hence, the arranged data was interpreted descriptively. The specific goal of this study was to know how the students applied their potential in questioning skill while practicing Microteaching. From the result of question lists in teaching scenario created by the students of Microteaching, it can be concluded that not all of six types of questions were applied by the students. Only four types of questions, they were direct question 34.2%, general and open questions 28.1%, rhetorical question 10.3%, and factual question 27.4%. In other hand, for the types of feedback questions and leading questions were not used at all by the students. For the three main aspects of difficulties faced by the students in questioning aspect skill were the conducive teaching atmosphere 16%, improving students� activity 14,2%, and the overall spread questions 13.5%.

A COMPARATIVE PERSPECTIVE OF TEACHING SKILL ACQUISITION IN PRE-SERVICE PHYSICS TEACHER (PsPT) TRAINING PROGRAM IN CHINA AND NIGERIA

Microteaching practice is an important part of Pre-Service Physics Teacher (PsPT) Training Program adopting different approaches to inspire the acquisition of teaching skills by prospective teachers. Using psychomotor domain aspect of revised Bloom’s taxonomy to explore microteaching practice as it relates to physics teaching, this research examined the significant influences of the two approaches (Nigeria and China) identified on the teaching skill of PsPT and suggests the best ways of improving the teaching skill of PsPT through micro-teaching practices. Data were collected using the mixed-method research design of administering descriptive survey questionnaire on final year PsPT while a structured interview question was used to interview the teachers. It was found that the two approaches had significant influences on the teaching skill acquisition of PsPT through microteaching practices with respect to physics as a subject that requires motor skill, and that this can be improved through micro-teaching by a combination of theory with practice. Also, physics teacher educators need to focus on developing PsPTs’ psychomotor domain in line with time reform in microteaching practices to accommodate more time for PsPTs’ to master the subject concept of physics as a psycho motive subject. Keywords: micro-teaching practices, pre-service physics teacher, teaching skill acquisition, training program.

Content Teachers’ Perspectives from a CLIL Methodology Training Course

The purpose of this study is to explore upper secondary teachers’ perceptions, attitudes, and needs regarding a CLIL methodology teacher training course offered by the Language Centre of the University of Molise in the year 2017-2018. To this end, multiple sources of evidence were gathered from e-questionnaires and observations. The findings point to the need to strengthen training in the areas of micro-teaching and teaching practice and to the importance of practice observation, especially from more experienced CLIL teachers. In this respect, the study suggests to consider a more extensive usage of on-line teaching environments where additional support and valuable resources can be provided throughout the course.

Prospective mathematics teachers’ understanding of pedagogical knowledge: what and where it came from

Pedagogical Knowledge (PK) is one of teachers’ knowledge that important in teaching and learning process. Prospective mathematics teachers’ development in the PK is the key to its successful implementation. This research aims to describe prospective mathematics teachers’ understanding about PK and their opinions about university mathematics education courses that contribute. The research was a qualitative research using phenomenological approach. Data were collected through in-depth interview followed by focus group discussion (FGD) that involved 6 final-years mathematics education students and 5 professional teacher program students in Yogyakarta State University, both have done micro-teaching practice. The data were analysed by means of Cresswell’s step. The result of the study showed that prospective mathematics teachers have been able to explain PK and has mentioned the elements of PK. However, they had various opinions about which courses contribute to the development of their own PK. But, the implementation of these lectures still needs to be improved, such as advice from the prospective mathematics teacher, which is to expand teaching practices and update information about the system that applies in the school.

Basic communication skill drill in microteching context to improve the teching skills of civil engineering and planning education students, faculty of engineering, Yogyakarta State University

This study aims to investigate whether the drill method (verbal and non-verbal communication skill drill) is able to improve the basic teaching skills in microteaching context. This is classroom action research. The population consisted of students majoring in Civil Engineering and Planning Education Department, Faculty of Engineering, Yogyakarta State University who were taking microteaching practice course. The sample of the study was class A1 consisted of 11 students. The study was conducted in three cycles. Cycle 1 contained basic verbal communication, cycle 2 encompassed basic non-verbal communication, and cycle 3 covered both basic verbal and non-verbal communication types. Observation and skills assessment sheets were employed. The qualitative descriptive and descriptive statistics methods were then used to analyze the data.The results show that: (1) basic verbal communication skill drill in microteaching practices improves student teachers’ basic microteaching skills and (2) basic non-verbal communication skill drill in microteaching practices improve student teachers’ basic microteaching skills.