Microteaching Program Research Articles

Ultrasound guided arterial access for combat medics: A blinded proof-of-concept study using echogenic needles.

Obtaining percutaneous vascular access in hemodynamically unstable patients with constricted vessels can be challenging. Training combat medics in this procedure is necessary for administration of fluid and blood products and introducing endovascular bleeding control tools in pre-hospital settings. Echogenic coated needles might provide better ultrasound visibility in invasive procedures and hereby lower complications. The primary aim was to evaluate the efficacy of a microteaching program for obtaining ultrasound-guided femoral artery access for ultrasound inexperienced combat medics. The secondary aim was to assess the additional value of innovative echogenic coated needles in ultrasound-guided vascular access. Combat medics participated in a four-step microteaching program. The program consisted of a theoretical and step-by-step practical part with three different models including live and dead tissue & a REBOA Access Task Trainer. During the final test, all participants had to obtain femoral artery access on a pressurized post-mortem human specimen model with both echogenic coated and conventional needles. Self-perceived and observed performance as well as procedure times were scored. All nine participants succeeded in blood vessel visualization and obtaining vascular access in the two models within 3 minutes and were significantly faster during the second attempt on the pressurized post-mortem human specimen model. Scoring comparison and usability preference by ultrasound inexperienced personnel showed a significant difference in favor of the echogenic coated needles. Microteaching may be an effective approach to train combat medics in obtaining ultrasound-guided percutaneous femoral artery access. The use of echogenic coatings on needles could be a valuable adjunct and provide advantage in obtaining vascular access. Future research should focus on realistic simulation of austere situations and further evaluation of the use of echogenic coated instruments for vascular access in these pre-hospital settings.

Developing Micro-Teaching with a Focus on Core Practices: The Use of Approximations of Practice

Micro-teaching as a pedagogical approach is practiced in many higher education programmes focused on building knowledge, understanding, skills and attitudes that can be applied in a professional setting. The previous literature attests to the usefulness of micro-teaching experiences in supporting the development of the beginning professional. This paper describes the design and implementation of a micro-teaching programme in one teacher preparation programme with a dual focus on core practices and Approximation of Practice (AoP). AoPs, in this instance, are defined as opportunities to engage in core practices that are proximal to the practices of a particular profession. The paper begins by exploring practice-based education, focusing on core practices and approximations of practice. Micro-teaching as a pedagogical approach is briefly introduced before describing the design and implementation of a specific enactment of pedagogy, a micro-teaching programme using core practices and AoPs. Opportunities and challenges of designing and implementing the micro-teaching programme are discussed and problematised. Finally, some practice considerations are offered to the broader higher education audience regarding the use of AoPs in higher education in the preparation of beginning professionals.

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.

Editorial introductions.

Editorial introductions.

The Efficacy of Microteaching in a Teacher Education Programme During the Lockdown at a University in South Africa

The microteaching programme is the initial phase of teacher development, and it intends to provide student teachers with a genuine experience of the teaching profession. Prior to the global COVID-19 lockdown, microteaching was conducted in a traditional face-to-face setting. However, the lockdown restrictions compelled such programmes to be carried out virtually using digital devices. Therefore, the aim of this qualitative study is to examine the efficacy of microteaching during the lockdown in a university teacher education programme. The research was conducted with two groups of Post Graduate Certificate in Education students at a university, in South Africa. Each group comprised of five members, with a totality of 10 participants. A case study research design was employed, and data were collected through observations and semi-structured interviews. An observation schedule and interview schedule were utilised to guide the accuracy of data collection. Thereafter, data were analysed using inductive thematic analysis, whereby codes and themes were developed. The findings reveal the efficacy of microteaching since all student teachers successfully completed their microteaching virtually with better marks when comparing Microteaching One and Microteaching 2. The microteaching programme was enhanced by improving the utilisation of technology resources in the programme. Student teachers’ digital skills, knowledge and critical thinking skills were enhanced. Conducting microteaching virtually also resulted in inclusive learning. It is concluded that technology resources played a vital role in the efficacy of microteaching during the lockdown. This study contributes to the literature on teacher education programmes to embrace technology utilisation in microteaching, even after the lockdown.

AUTONOMOUS LEARNING ABILITY OF CHINESE LANGUAGE LEARNERS IN CAMEROON

Chinese language teaching and learning in Cameroon has developed rapidly. Teaching Chinese as a foreign language in secondary schools in Cameroon requires teachers' professional training. Due to the complexity and challenges of the Chinese language teaching, teachers need to be equipped with the necessary linguistic, didactic, communicative, and cultural competencies. Based on a critical and in-depth analysis of documents, statistical analysis and interviews, this study has analysed the current situation of the initial teacher training (ITT) model for secondary school Chinese language teachers in Cameroon in various aspects, including the training objective, duration, curriculum methods and lecturers. The results of this study show that the initial teacher training of secondary school Chinese language teachers in Cameroon has undergone many steps in its development. At the same time, it faces some challenges such as, the limited number of Chinese language lecturers, outdated training curriculum and insufficient practical courses. To address these issues, the authors made some practical recommendations such as the urgent need to recruit and train more cameroonian lecturers, strengthen and diversify cooperation with other international higher education institutions, follow up on cameroonian students who are studying in China, set up a system which will encourages graduates to come back home after their studies to participate in the country’s development, enrich the training curriculum by revising the current programme, focus more on practical courses and cultural animations and finally set up a micro-teaching programme.

RETHINKING INITIAL TEACHER TRAINING MODEL OF SECONDARY SCHOOL CHINESE LANGUAGE TEACHERS IN CAMEROON

Chinese language teaching and learning in Cameroon has developed rapidly. Teaching Chinese as a foreign language in secondary schools in Cameroon requires teachers' professional training. Due to the complexity and challenges of the Chinese language teaching, teachers need to be equipped with the necessary linguistic, didactic, communicative, and cultural competencies. Based on a critical and in-depth analysis of documents, statistical analysis and interviews, this study has analysed the current situation of the initial teacher training (ITT) model for secondary school Chinese language teachers in Cameroon in various aspects, including the training objective, duration, curriculum methods and lecturers. The results of this study show that the initial teacher training of secondary school Chinese language teachers in Cameroon has undergone many steps in its development. At the same time, it faces some challenges such as, the limited number of Chinese language lecturers, outdated training curriculum and insufficient practical courses. To address these issues, the authors made some practical recommendations such as the urgent need to recruit and train more cameroonian lecturers, strengthen and diversify cooperation with other international higher education institutions, follow up on cameroonian students who are studying in China, set up a system which will encourages graduates to come back home after their studies to participate in the country’s development, enrich the training curriculum by revising the current programme, focus more on practical courses and cultural animations and finally set up a micro-teaching programme.

A need-based evaluation of microteaching program for high school students: Novice teachers’ viewpoint

Teaching preparation with extensive knowledge and understanding of teaching-related constituents is required to create quality education. It thus underlies why microteaching is necessary for the prospective teachers. Modern Islamic boarding school, with its goal to create ideal future educators, conducted a microteaching program for high school students. This study aimed at evaluating the implementation of microteaching program for high school students in fulfilling their needs of acquiring eight basic skills of teaching. Fifteen novice teachers who had attended the microteaching program and have been teaching for one or two years were involved in the study. Questionnaire and interview were employed for data collection. The research results confirmed that the foregoing microteaching program had facilitated the improvement of eight teaching skills. Only two of eight skills, variation and explaining skills, which need further evaluation as they were found insufficient due to the lack of certain specific skills. Certain positive evaluations, on the other hand, were confirmed by the novice teachers as they found some improvements in terms of teaching method, lesson plan making, and material preparation.

ADAPTASI PROGRAM MICROTEACHING BAGI CALON GURU BAHASA INDONESIA PADA MASA PANDEMI COVID-19

This study aimed to describe the implementation of a microteaching program to pre-service Bahasa Indonesia teachers during the Covid-19 pandemic, the advantages of the program, and its weaknesses. Data related to the changes in the program when facing a pandemic, advantages of program changes, and weaknesses. Data obtained from the Microteaching course in the Indonesian Language and Literature Department in The Universitas Muhammadiyah Surakarta. Microteaching in the semester of 2019/2020 amounted to 209 students. Data were from observation techniques, questionnaires, and document analysis. The sample was selected randomly. Triangulation techniques and methods validated the data, the interactive term used for data analysis. The results of this study are as follows. (1) To deal with the Covid-19, there are no changes in the core stages of Microteaching, but it needs some adaptations to the implementation, such as learning tools, teaching practices, observation activities, and assessments. (2) The advantages of adapting this program are students have flexible time and place of practice, improved information technology capabilities, and the student experience varies as they can write more stories. (3) The weaknesses of the adaptation of this program are the workload of lecturers increases, student learning burden increases, limited interaction, and network problems

Editorial introductions.

Editorial introductions.

ADAPTASI PROGRAM MICROTEACHING BAGI CALON GURU BAHASA INDONESIA PADA MASA PANDEMI COVID-19

This study aimed to describe the implementation of a microteaching program to pre-service Bahasa Indonesia teachers during the Covid-19 pandemic, the advantages of the program, and its weaknesses. Data related to the changes in the program when facing a pandemic, advantages of program changes, and weaknesses. Data obtained from the Microteaching course in the Indonesian Language and Literature Department in The Universitas Muhammadiyah Surakarta. Microteaching in the semester of 2019/2020 amounted to 209 students. Data were from observation techniques, questionnaires, and document analysis. The sample was selected randomly. Triangulation techniques and methods validated the data, the interactive term used for data analysis. The results of this study are as follows. (1) To deal with the Covid-19, there are no changes in the core stages of Microteaching, but it needs some adaptations to the implementation, such as learning tools, teaching practices, observation activities, and assessments. (2) The advantages of adapting this program are students have flexible time and place of practice, improved information technology capabilities, and the student experience varies as they can write more stories. (3) The weaknesses of the adaptation of this program are the workload of lecturers increases, student learning burden increases, limited interaction, and network problems

A study of the implementation of the improvised single camera microteaching programme at the University of Port Harcourt

This study sought to develop a model of improvised microteaching technology that can be deployed for the success of teacher education programmes in moments of fiscal deficit and equipment down time. Using a single video camera to improvise a video technology based microteaching laboratory, the study analysed the impact of video feedback on trainee teachers self confidence, quality of voice level in delivery of instruction, overall improvement of teaching skills and the inherent challenges. The study revealed that the improvised single camera model of microteaching is less technology intensive, cost effective, and a result oriented model of microteaching programme. With the challenge of high waiting time resulting from the use of one camera and the need for alternative source of electricity supply, it is recommended that the model be applied in the teacher education institutions with proper planning.

An Evaluation of the Course Microteaching Program in the Department of Social Science, University of Lampung

The purpose of this study was to examine the evaluation of the Micro Teaching program in students of the Social Studies Education Department, University of Lampung. The samples used were 47 students and the head of the laboratory as informants. The research method used is a survey. Data collection techniques using observation, questionnaires, documentation. The data analysis used is descriptive analysis. The results showed: 1) The micro teaching laboratory has SOPs but still lacks socialization, so that many users do not know yet, 2) There is no micro practical teaching manual that can be used as a reference or guideline for students and lecturers, 3) Based on specifications Micro teaching laboratory standards, there are still many shortcomings that must be completed and addressed. 4) The absence of a standard micro teaching practice assessment format.
 Keywords: Evaluation, Microteaching Subject, Social Studies.

A Critical Analysis of the Assessment for Micro-teaching Program for English Language Teachers in the Secondary Education in Mainland China

Significant effort has been made to support pre-service and novice teacher learning abroad; however, not enough attention has been paid to promoting pre-service and novice teacher learning via collaboration with peer teachers and more expert educators at secondary education level in the context of mainland China. In order to facilitate this type of teacher collaboration and provide necessary support for pre-service and novice English language teachers in high schools in the southern part of China, a micro-teaching program has been incorporated into the pre-service training for these novice teachers. The micro-teaching program aims at equipping novice teachers with relevant teaching skills and behaviors through practice of teaching under controlled conditions. The purpose of this paper is to trace the developmental trajectories of the novice teachers participating in this program and examine the effect of formal assessment on the development of novice teachers. This study reveals that the program can help teachers share teaching strategies and solve practical problems in teaching, thus novice teachers acquire teaching skills and gain confidence in teaching. It is recommended the faculty should incorporate the program not only in pre-training service for novice teachers but also in service for teachers to improve their teaching routine.

THE CLINICAL SUPERVISION MODEL WITH CLASS ACTION APPROACH OF MICROTEACHING PROGRAM IN THE FKIP OF PGRI MADIUN UNIVERSITY

<p><em>Educators have become the main agents in the duty of transfer of knowledge, character building and skill development for the learners to pursue intelligence, good personality, creativity and responsibility for the nation’s welfare. The educators’ role requires the prominent academic, pedagogycal and professional competence. Educators must be capable in designing and developing the proper instruction.</em></p><p><em>To develop the educators’ competence, educational institution needs to provide systematic, effective, and continuous trainings for the teacher candidates through microteaching and apprenticeship programs. Microteaching program enables candidates to practice peer-teaching in the campus, while apprenticeship program makes candidates apply teaching in school classes. The clinical supervision model with class action approach is relevant to characteristics and steps of microteaching program. Professional advice through systematic clinical service after teaching practice can effectively develop candidates’ teaching skill, which motivates candidates to develop themselves in teaching practice.</em></p>

ANALISIS KETERAMPILAN DASAR MENGAJAR MAHASISWA CALON GURU KIMIA BERBASIS MODEL CORE TEACHING STANDARDS PADA MATA KULIAH PPL 1 (MICROTEACHING) UNIVERSITAS MUHAMMADIYAH PONTIANAK

Basic teaching skills of Core Teaching Standards model for prospective Chemistry teachers are important in enhancing the competence as they deal with world of education. This study aimed at determining the process of teaching and learning activities as well as basic teaching skills using Core Teaching Standards among prospective chemistry in Microteaching Program 1 (PPL 1) class at Muhammadiyah University of Pontianak. Using descriptive design and quantitative approach, 16 students participated as the subjects. The techniques used in this research were direct observation and direct communication. The data collection technique included observation sheet and interview guide that covered 10 standards. They were student development, learning difference, learning environment, materials, application of materials, assessment, lesson plan, teaching strategy, professionalism in teaching, and leadership and collaboration. The study reveals that the students gained the highest score on standard 9 (professionalism in teaching) by 81,65% and was considered very good. Whereas, they hed the lowest score on standard 6 (assessment) by 58,21% and was considered fair by 58,21%.Keywords: Core Teaching Standards, basic teaching skills, Microteaching 1 (PPL 1)

The Impact of Microteaching in Developing Teaching Skills among Pre-Service Teachers in Alvan Ikoku College of Education Owerri, Nigeria

Teaching skills are necessary tools teachers should possess for effectiveness in their job. Teaching the teacher candidates these skills is not simple hence the need for a microteaching environment which enables pre-service teachers to acquire them under controlled laboratory setting. This study was an extension of current NCE microteaching programme run by Alvan Ikoku College of Education for the B.Ed student teachers in order to determine its impact on their acquisition of the requisite teaching skills. A sample of 90 student teachers was purposively drawn from the second-year degree students in the college who were preparing to embark on the teaching practice programme in the 2016 teaching practice programme. The study involved a pre-test and a post-test of the students using a microteaching skills rating scale (MSRS) developed by the researchers. Data collected was analysed using descriptive and inferential statistics. The findings of the study revealed that the microteaching interventions improved the teaching skills significantly with significant differences between the three intervention groups. The group that received microteaching treatment with video recording performed better than the other groups while gender had no significant effect on their mean scores. The result has far reaching implication on the need for a well-equipped microteaching laboratory for microteaching programmes in teacher education institutions.Key Words: Impact; microteaching; teaching skills; pre-service teachers

Pre-service Teachers’ Science Teaching Self-efficacy Beliefs: The Influence of a Collaborative Peer Microteaching Program

The aim of my study was to explore the nature of changes in pre-service science teachers’ (PSTs’) self-efficacy beliefs toward science teaching through a mixed-methods approach. Thirty-six participants enrolled in a science methods course that included a collaborative peer microteaching (Cope-M). Participants’ science teaching self-efficacy beliefs were measured using paired t-test procedures on Science Teaching Efficacy Beliefs Instrument-B before and after the course. Additionally, structured interviews were conducted with six PSTs. After the Cope-M process, participants continued their education in two subsequent terms, spending time observing professional teaching practices and being involved in science teaching practice in a local middle school. Finally, besides administering the self-efficacy scale again, a questionnaire regarding final perceptions of science teaching and microteaching was administered. Results suggested microteaching sessions provided a supportive and rich environment to develop cognitive, affective, and psychomotor skills in terms of professional teacher behaviors. Moreover, the microteaching sessions provided a supportive medium for enhancing science teaching self-efficacy beliefs.

Student experiences of Microteaching: promoting Reproductive or Innovative Learning

Work-integrated learning (WIL) provides a framework for pre-service student teachers to prepare for professional practice. According to the Department of Higher Education's policy on the Minimum requirements for Teacher Education Qualification (2011), student teachers are to acquire tacit knowledge and skills which are essential components of learning to teach. Practical learning is a form of learning 'in and from' practice. Microteaching is often adopted as a strategy to initiate pre-service students into the practical world of teaching. Learning 'in practice' involves teaching in authentic and simulated environments. Informed by the research question: 'what are first-year students learning experiences in a microteaching programme?', this article evaluates pre-service students' experiences of a microteaching programme. First year students' evaluation forms, document analysis and participant observation were used to provide data for this study. Student evaluation forms were analysed and coded on the basis of common usage of expressions, phrases and ideas. Patterns of meaning were identified and extracted from the data. Goffman's notion of 'frames' was used as analytical lens to illuminate student involvement. This article argues that multiple interactive frames that operate during microteaching often let the student diminish as main focus which compromises the objective of microteaching: to provide pre-service students learning opportunities in a simulated and unthreatening environment. Despite the lack of explicit objectives and contradictory student experiences, this article further argues that microteaching presents students with numerous opportunities for learning. Given the close link between microteaching and the all-pervasive 21st century technological teaching environment, microteaching is poised for a new wave of popularity. To achieve the objectives of a microteaching programme, it should intractably be student-centered. The student should be maintained as main focus and beneficiary. To this end, recommendations are made.

Microteaching skill generalization and transfer: Training preservice teachers in introductory lesson skills

Critical evaluation of previous research led to the development of a new microteaching model which conceptualized the implementation of the microteaching program within the contexts of teacher decision making and an ongoing teacher education program, and exploited recent developments in research in social learning theory, metacognitive learning strategies, and generalization. Clarification of concepts associated with skill generalization training and transfer led to the development of a sequenced skill practice model as an integral component of the new microteaching model. The efficacy of self-instruction, self-reinforcement, and coding/rehearsal cognitive learning strategy treatments in training 81 preservice Fashion teachers on complex introductory lesson skills, under conditions of high- and low-variety modeling films and treatment presentation by own regular or other lecturer, was examined relative to a no film-traditional presentation control group. Evidence of treatment gain durability, transfer, and generalization of introductory skills to the natural classroom was obtained for both the self-instruction and coding/rehearsal treatments. Overall results indicate the relative superiority of the self-instruction treatment. Film variety emerged as a relatively weak variable in facilitating generalization. Cognitive learning strategies appeared to be operating as theorized to minimize lecturer personality effects. Results were interpreted as supporting the new microteaching and sequenced skill practice models.