Journal articles: 'Micro-teaching'

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Otsupius, IA. "Micro-Teaching: A Technique for Effective Teaching." African Research Review 8, no. 4 (November 26, 2014): 183. http://dx.doi.org/10.4314/afrrev.v8i4.15.

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Cai, Minjun, Doudou Li, and Xiaotao Li. "Application Research of “Micro Lecture” Based on “Shadow Teaching”." International Journal of Information and Education Technology 6, no. 12 (2016): 976–79. http://dx.doi.org/10.7763/ijiet.2016.v6.828.

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Muluk, Safrul, Habiburrahim Habiburrahim, and Ardiansyah Ardiansyah. "MICRO TEACHING COURSE: Does it affect students' teaching ability?" Englisia: Journal of language, education, and humanities 7, no. 2 (July 2, 2020): 150. http://dx.doi.org/10.22373/ej.v7i2.6712.

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This explanatory quantitative study aimed to identify the correlation between the students’ Micro Teaching and Field Pre-Service Teaching courses. The population of the study was the students of English Education Department of the Faculty of Education and Teacher Training Universitas Islam Negeri (UIN) Ar-Raniry, Banda Aceh, Aceh, Indonesia, who had taken micro-teaching class and had conducted field pre-service teaching, a total of 141 students. Then, 43 students were selected as the sample of this study. Data came from these students’ scores in Micro Teaching class and in Field Pre-Service Teaching. The data were analyzed by using Pearson Product Moment with the SPSS 16.0. The findings indicated that there was no significant correlation between micro-teaching and field pre-service teaching (p-value = .196; p>.05). In addition, the strength level of the Pearson correlation coefficient between the two variables was negative and weak (r = -0.201). It can be interpreted that the students’ teaching ability was not dependent upon their micro-teaching scores.

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Cubukcu, Feryal. "Congruence and dissonance between micro-teaching and macro- teaching." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 326–29. http://dx.doi.org/10.1016/j.sbspro.2010.03.019.

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Hembram, Bhadab. "MICRO TEACHING: A WAY TO BUILD UP TEACHING SKILLS." SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES 9, no. 66 (March 25, 2021): 15401–13. http://dx.doi.org/10.21922/srjis.v9i66.6835.

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Microteaching, a teacher training technique currently practiced worldwide, provides teachers an opportunity to perk up their teaching skills by improving the various simple tasks called teaching skills. With the proven success among the novice and seniors, microteaching helps to promote real-time teaching experiences. The core skills of microteaching such as presentation and reinforcement skills help the novice teachers to learn the art of teaching at ease and to the maximum extent. The impact of this technique has been widely seen in various forms of education such as health sciences, engineering sciences, and other areas. With the emerging changes in the education sector and the academic ills in the country, the role of teachers envisages the need for this special training of teachers and monitoring of their skills for their continued efficient performance at any stage. This article aims to emphasize the need for using microteaching techniques more frequently and efficiently with maximum available facilities and the impact of microteaching on teachers' education. A systematic literature search of research articles and reviews was undertaken from various educational databases.

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Sitorus, Masniar Hernawati. "Analisis Pelaksanaan Micro Teaching di Institut Agama Kristen Negeri (IAKN) Tarutung 2019." Jurnal Christian Humaniora 4, no. 2 (November 27, 2020): 89–100. http://dx.doi.org/10.46965/jch.v4i2.4.

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Penelitian ini bertujuan untuk mengetahui pelaksanaan pembelajaran micro teaching pada prodi Pendidikan Agama Kristen di IAKN Tarutung 2019. Metode yang digunakan dalam penelitian ini adalah metode deskriptif. Hasil analisis : 1) Persentase Pelaksanaan Micro Teaching di Institut Agama Kristen Negeri (IAKN) Tarutung 2019 secara umum adalah 53,38% mahasiswa selalu melaksanakan kegiatan micro teaching, 37,06% sering melaksanaan micro teaching, 7,88% jarang melakukan kegiatan micro teaching dan 1,18% tidak pernah melaksanakan micro teaching. 2) Persentase pelaksanaan micro teaching jurusan PAK di IAKN Tarutung tahun 2019 per indikator : a) Indikator pengenalan (pemahaman) tentang konsep pengajaran micro diketahui bahwa 64,12% selalu diberi pengenalan (pemahaman) tentang konsep pengajaran micro pada pelaksanaan micro teaching, 25,88% sering diberi pengenalan (pemahaman) tentang konsep pengajaran micro teaching pada pelaksanaan praktek micro dari dosennya, 7,65% kadang-kadang (jarang) diberi pengenalan (pemahaman) tentang konsep pengajaran micro pada pelaksanaan praktek micro dari dosennya, 2,35% tidak pernah diberi pengenalan (pemahaman) tentang konsep pengajaran micro teaching pada pelaksanaan praktek micro oleh dosennya; b) Indikator penyajian model diketahui bahwa 62,35% selalu menyajikan model pembelajaran, 31,76% sering menyajikan model pembelajaran, 4,71% kadang-kadang (jarang) menyajikan model pembelajaran, 1,18% tidak pernah menyajikan model pembelajaran; c) Indikator persiapan/ perencanaan mengajar diketahui bahwa 44,71% dosen micro teaching selalu mempersiapkan/ merencanakan pembelajaran, 45,29% sering dosen micro teaching mempersiapkan/ merencanakan pembelajaran, 8,24% kadang-kadang (jarang) dosen micro teaching mempersiapkan/ merencanakan pembelajaran, 1,76% tidak pernah dosen micro teaching mempersiapkan/ merencanakan pembelajaran; d) Indikator praktek mengajar diketahui bahwa 52,35% selalu dosen menyuruh dan mendampingi mahasiswa jurusan PAK melakukan praktek micro teaching di kelas, 36,47% sering dosen mendampingi mahasiswa melakukan praktek micro teaching di kelas, 10,59% kadang-kadang (jarang) dosen menyuruh dan mendampingi mahasiswa melakukan praktek micro teaching di kelas, 0,59% tidak pernah disuruh dan didampingi oleh dosen mahasiswa; e) Indikator diskusi/ feedback ketahui bahwa 45,88% selalu dosen melakukan diskusi/ feedback pada mahasiswa pada kegiatan praktek micro teaching, 45,88% sering melakukan diskusi/ feedback pada mahasiswa, 8,24% kadang-kadang (jarang) dosen melakukan diskusi/ feedback, 0,00% tidak pernah dosen melakukan diskusi/ feedback pada mahasiswa pada kegiatan praktek micro teaching. 3) Dari hasil uji hipotesa bahwa diketahui thitung = 6,410 ttabel 34-1,α=5% yaitu 1,684, dimana thitung ttabel yaitu 6,410 1,684. Hasil penelitian ini menyimpulkan bahwa analisis pelaksanaan micro teaching Jurusan Pendidikan Agama Kristen di IAKN Tarutung 2019 mencapai ≥ 75 % dari yang diharapkan. Dengan demikian Ho ditolak dan Ha diterima.Kata Kunci : micro teaching

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Siregar, Rini Kesuma. "Belajar Micro Teaching melalui Pembelajaran Daring." Ideas: Jurnal Pendidikan, Sosial, dan Budaya 7, no. 3 (August 19, 2021): 11. http://dx.doi.org/10.32884/ideas.v7i3.395.

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Micro teaching merupakan kegiatan mengajar yang dilakukan secara sederhana dan merupakan salah satu metode pembelajaran yang dapat meningkatkan kemampuan mengajar. Selain itu, mahasiswa juga dapat belajar berbagai macam metode mengajar bahasa Inggris. Adapun tujuan dari penelitian ini adalah untuk meningkatkan kemampuan belajar micro teaching mahasiswa melalui pembelajaran daring dengan menggunakan aplikasi Zoom. Metode penelitian yang digunakan adalah metode kualitatif deskriptif dengan melibatkan sebanyak 28 mahasiswa pada semester tiga. Data diperoleh melalui pembelajaran daring dan wawancara yang dilakukan melalui grup WhatsApp ataupun chat pribadi. Melalui pembelajaran micro teaching, mahasiswa dapat meningkatkan kemampuan mengajar melalui pembelajaran micro teaching, mahasiswa juga dapat menggunakan berbagai metode mengajar pada pembelajaran micro teaching, baik melalui Zoomataupun mengirimkan video presentasinya. Manfaat penelitian ini adalah sebagai langkah awal bagi mahasiswa untuk menjadi seorang guru atau pendidik karena telah memiliki ilmu dan kepercayaan diri agar nantinya ketika lulus dari Universtas Graha Nusantara para mahasiswa menjadi alumni yang pintar, penuh percaya diri, dan bertanggung jawab. Micro teaching is a simple teaching activity and is one of the learning methods that can improve teaching skills. Besides that, students can also learn various methods of teaching English. The purpose of this research is to improve students' micro teaching learning skills through online learning using the Zoom application. The research method used is descriptive qualitative method involving as many as 28 students in the third semester. The data was obtained through online learning and interviews conducted through WhatsApp groups or private chats. Through micro teaching learning, students can improve their teaching skills through micro teaching learning, students can also use various teaching methods in micro teaching learning, either via Zoom or sending video presentations. The benefit of this research is as a first step for students to become a teacher or educator because they already have knowledge and confidence so that later when they graduate from Graha Nusantara University the students become alumni who are smart, confident, and responsible.

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Zulfikar, Teuku, N. Nidawati, Siti Khasinah, and Indah Mayangsari. "Indonesian students’ perceived benefits of the micro-teaching course to their teaching internship." Indonesian Journal of Applied Linguistics 10, no. 1 (June 1, 2020): 242–50. http://dx.doi.org/10.17509/ijal.v10i1.25063.

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This study aims to explore student-teachers’ perceptions of the benefits of micro-teaching class they have attended to their teaching internship. It also seeks to identify the most and the least likely aspects of teaching which have been sufficiently covered in the micro-teaching course. The participants of this study were ten senior EFL students at a State Islamic University in Indonesia who have taken a micro-teaching class and teaching internship program. The data from interviews and students’ written narratives reveal that these students perceive the micro-teaching class to be sufficiently helpful in their teaching internship phase. These students developed their basic pedagogical skills. They become more confident; develop communication skills, and most importantly, the micro-teaching class has helped them develop questioning skills. However, students’ interviews and written narratives also indicate that management skills, such as classroom and time management, and skills to write lesson plan are the least likely aspect of teaching covered during the micro-teaching class, which then become obstacles for them during their teaching internship.

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马, 娟. "Developing of SPSS Teaching Micro-Videos." Advances in Social Sciences 07, no. 01 (2018): 96–100. http://dx.doi.org/10.12677/ass.2018.71017.

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Chaudhary, Nagendra, Shyam Kumar Mahato, Shatdal Chaudhary, and Bal Dev Bhatia. "Micro Teaching Skills for Health Professionals." Journal of Universal College of Medical Sciences 3, no. 1 (September 3, 2015): 60–64. http://dx.doi.org/10.3126/jucms.v3i1.13264.

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Microteaching, a teacher training technique, provides teachers an opportunity to develop their teaching skills by self- practice and self-criticism. It is not at all a teaching method rather than it is a device for skill practice. All health professionals should have proper teaching skills for transfer of their knowledge which can be acquired by microteaching sessions. This article focusses on the need for microteaching, the process and its advantages.INTRODUCTION: The art of teaching not only means a simple transfer of knowledge from one to other, instead, it is a complex process which facilitates and influences the process of learning. Medical professionals always feel that their education does not prepare them for teaching. Quality of a teacher is evaluated on how much the students can understand from his/her teaching. The classrooms cannot be used as a learning platform for acquiring primary teaching skills. Training of medical teachers in specific teaching skills is a major challenge in medical education programs. However, society's increasingly high expectations on health professionals demand that they be taught and trained effectively.The traditional medical teaching emphasizes on the transmission of factual knowledge and hence, the teachers are the main source of information. But, the conventional methods of medical teacher training are not adequate. So, the teaching objectives have now shifted to the student centered, measurable, achievable, relevant, and timely concept.Journal of Universal College of Medical Sciences Vol. 3, No. 1, 2015: 60-64

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Korosando, Fransiskus, and Maria Anita Bada. "Pengaruh Kemampuan Akademik Micro Teaching Terhadap Kemampuan Real Teaching Mahasiswa Program Studi Pendidikan Ekonomi Angkatan 2014." Ekspektasi: Jurnal Pendidikan Ekonomi 4, no. 1 (April 22, 2019): 17–24. http://dx.doi.org/10.37478/jpe.v4i1.150.

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Micro learning activities (micro teaching) in the Economic Education Study Program is a process of transforming science to shape the character of prospective teacher students who have specific teaching skills before implementing a real teaching program. Pragmatically, mastery of the material is less comprehensive, mastery of classes is less than optimal, awkwardness and awkwardness become modes of learning in micro teaching. It is also influenced by the limitation of the frequency of teaching micro. The acquisition of good / excellent grades in micro teaching activities cannot be used as a contribution to say that a 2014 Class of Economics Education Study Program student will be able to carry out real teaching programs well.

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Gao, Ning. "Construction and Implementation of Teaching Mode for Digital Mapping based on Interactive Micro-course Technology." International Journal of Emerging Technologies in Learning (iJET) 13, no. 02 (February 27, 2018): 21. http://dx.doi.org/10.3991/ijet.v13i02.8317.

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The era of “Internet + education” has caused reforms in teaching ideas, teaching modes, and learning styles. The emergence of micro-course technology provides new strategies for integrating learning styles. Task-driven digital mapping teaching, known as traditional classroom organization, has poor teaching effect due to single learning style and strategy. A new teaching mode for digital mapping was constructed in this study based on micro-course technology by combining interactive micro-course technology and digital mapping teaching to adapt to the demands of modern teaching. This teaching mode mainly included four modules, namely, micro-courseware, micro-video, micro-exercise, and micro-examination. It realized the hierarchical teaching of knowledge points in digital mapping course, simplification of basic principles, simulation of engineering cases, and self-evaluation of learning outcomes. The teaching mode was applied to 114 students from the Mapping Engineering Department of Henan University of Urban Construction. Results indicate that the proposed teaching mode based on interactive micro-course technology promoting the independent after-class learning of the students, stimulating their learning enthusiasm, enhancing their practical abilities of the students, and improving the effect of teaching. This mode of teaching provides a new concept for the teaching mode reform of other courses in mapping engineering.

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R. Kimaro1, Anathe, Michaela Mhagama, and Daniel Onyango. "The Influence of Micro-Teaching in Enhancing Teaching Competences of Pre-Service Teachers: A Case of Saint Augustine University of Tanzania." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 2, Issue 1 (January to March 2021) (January 20, 2021): 11–22. http://dx.doi.org/10.46606/eajess2021v02i01.0061.

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The study examined the influence of micro-teaching in enhancing teaching competencies of pre-service teachers at Saint Augustine University of Tanzania. The objectives of the study were to: assess teaching skills pre-service teachers acquired during micro-teaching practices, asses the perception of pre-service teachers on the contributions of micro-teaching in improving their teaching skills and examine the efficacy of micro teaching in enhancing teaching competencies among pre-service teachers. The study used mixed research approach. A sample size of 140 pre-service teachers was used to generate data through questionnaire and Focus Group Discussions (FGDs). The study findings revealed that micro teaching provides an opportunity for pre-service teachers to gain basic teaching skills such as scheme of work preparation, lesson plan preparation, classroom management and motivation strategies as well as time management skills. It was also found that pre-service teachers gained some experience during micro teaching which helped them to gain insights on instructional process that may help them during the actual teaching practice. Conclusively, micro teaching is an excellent way of improving teaching competencies of pre-service teachers. It is therefore recommended that teacher educators in higher learning institutions should plan and implement micro-teaching as part of teacher training in order to improve pre-service teachers’ teaching competencies.

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Rahayu, Satutik, Nur Lestari, and I. Gde Mertha. "Development Teaching Basic Skill’s VCD Media to Improve Teaching Skills in Subjects Micro Teaching." Jurnal Pendidikan Fisika dan Teknologi 4, no. 2 (November 22, 2018): 247. http://dx.doi.org/10.29303/jpft.v4i2.837.

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This study aims to: 1) determine the quality of the results of VCDs that have been developed, 2) find out whether there is an increase in student teaching skills in micro-learning. This research is a development research using ADDIE (Analysis, Design, Development, Implementation and Evaluation) models. Validation of learning videos is done by learning media experts and user response questionnaires. Data analysis used descriptive analysis and N-Gain test. The results showed that the average score of the media expert validation was 86.7% in the good and usable category, while the results of the user response questionnaire were 87.9% in the good category and suitable for use. Hail the N-gain test found that there was an increase in the basic teaching skills of students after using the VCD of basic teaching skills in the micro-learning course which was 0.7.

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Mahmud, Imran. "Micro Teaching to Improve Teaching Method: An Analysis on Students’ Perspectives." IOSR Journal of Research & Method in Education (IOSRJRME) 1, no. 4 (2013): 69–76. http://dx.doi.org/10.9790/7388-0146976.

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Laghari, Abdullah, Inayatullah Kakepoto, and Faheem Arshad. "Microteaching: An Effective Stratagem for Novice Teachers of English Language." Global Educational Studies Review VI, no. IV (December 30, 2021): 163–73. http://dx.doi.org/10.31703/gesr.2021(vi-iv).17.

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Pedagogy plays a paramount role in academics for effective teaching and learning. Micro teaching is a pedagogical tool used to augment the teaching skills of novice or pre service teachers of schools, colleges, and universities, imparting quality education to students. It eulogizes teaching techniques and strategies to gain learning outcomes through planned lessons. This research aims at exploring Micro teaching skills and strategies of novice teachers enrolled in the Applied Linguistics Master degree program. A qualitative research design was employed to draw research results. Research tools were observation, note-taking, and video recording. Micro teaching lessons comprised action research cycle plan, teach, observe and reflect. Feedback demonstrated that participants reflected better teaching outcomes following Micro teaching Cycle Plan. The results exhibited that Micro teaching plays an essential role for novice English language student teachers. Results recommend that Micro teaching should be made part of teacher training programs and should be part of the university curriculum. Hence, the Higher Education Commission (HEC) of Pakistan should launch fresh teacher training programs for teachers of Pakistan.

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Kwon, Sukjin, Hyojung Jung, and Hanchol Cho. "Development of Web Based Micro-teaching system." Journal of the Korea Contents Association 13, no. 9 (September 28, 2013): 467–75. http://dx.doi.org/10.5392/jkca.2013.13.09.467.

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Wang, Tao. "Application of Micro-Lessons in Surgery Teaching." General Surgery 2, no. 1 (October 15, 2018): 21. http://dx.doi.org/10.18282/gs.v2i1.1436.

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Micro-lessons have the characteristics of various forms, clear objectives, and good performance, and have been widely used as a new teaching resource in recent years. Surgical science is a bridge course from theory to clinical practice for medical students, which plays an important role in improving medical students’ aseptic concept, basic surgical learning skills and general consciousness of surgery. According to the content and characteristics of surgical teaching, aiming at the foundation of surgical teaching and combining the advantages of micro-lessons, this article discusses how to use excellent learning resources to improve the teaching effect of surgical science under the digital background.

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Li, Qing Shan, Jun Liu, and Ming Shuang Xu. "Research on Micro-Polymer Chemistry Experiment Teaching." Advanced Materials Research 96 (January 2010): 297–99. http://dx.doi.org/10.4028/www.scientific.net/amr.96.297.

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For nearly thirty years, there has been made great progress in micro-polymer chemistry experiment teaching which has these characteristics that using less reagents, less pollution and more portable in comparison with the conventional experiment. In China, Zhou Ninghuai and others began to go on micro-scale experiment research firstly and Professor Li Qingshan who brought this innovation to polymer organic synthesis experiment has done a lot of works in micro-polymer chemistry experiment teaching. To carry out the study of micro-polymer chemistry experiments not only accords with teaching methods and reform, but also conforms to the trend of the times of green chemistry. So the research and application of micro-polymer chemistry experiment have broad prospects.

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KimHyunsook and Eunyoung Park. "Micro-teaching in Cyber University English Class." EDUCATIONAL RESEARCH 50, no. ll (June 2011): 103–22. http://dx.doi.org/10.17253/swueri.2011.50..004.

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Apriani, Leni, Joni Alpen, and Al Arismon. "Tingkat percaya diri dan keterampilan micro teaching." Edu Sportivo: Indonesian Journal of Physical Education 1, no. 1 (August 10, 2020): 42–49. http://dx.doi.org/10.25299/es:ijope.2020.vol1(1).5155.

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The purpose of this study was to see the level of student confidence in micro teaching learning for students of Physical Education Health and Recreation, Univeritas Islam Riau. This type of research is a quantitative descriptive study. The population in this study were all students of Physical Education for Health and Recreation Semester VI of the 2019/2020 Academic Year who had completed the micro teaching course which received 211 people. The research sampling technique used total sampling. The research was conducted by applying a questionnaire to students. Based on the results of the research analysis, the findings obtained were 34.59% of self-competence results in the "sufficient" category and 35.07% of micro teaching skills in the "sufficient" category. This proves that Health and Recreation Physical Education students must be able to hone their ability to practice speaking skills so that they can become more competent prospective teachers in their fields.

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Singh, Sukhjit. "Teaching trigonometry in the (micro)computer age." International Journal of Mathematical Education in Science and Technology 17, no. 3 (May 1986): 315–23. http://dx.doi.org/10.1080/0020739860170307.

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Peng, Yan. "Application of Micro-lecture in Computer Teaching." IOP Conference Series: Earth and Environmental Science 234 (March 8, 2019): 012053. http://dx.doi.org/10.1088/1755-1315/234/1/012053.

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Nasar, Adrianus, and Melkyanus Bili Umbu Kaleka. "The Effect of Distance Learning With Learner Center Micro Teaching Model On Student’ Teaching Confidence and Teaching Skills." JIPF (Jurnal Ilmu Pendidikan Fisika) 5, no. 3 (August 26, 2020): 159. http://dx.doi.org/10.26737/jipf.v5i3.1834.

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The purpose of this study is to find the effect of distance learning through learner center micro teaching model on students’ teaching confidence and teaching skills. The research design uses quasi-experimental research and pretest-posttest non controlled group design. The population is physics education students on sixth semester who was programming micro teaching courses. Purposes sampling technic used to get research sample and 31 students take part on this course. Data collected by using questionnaire on variables of teaching confidence and assessment rubric on variables of teaching skills. Teaching confidence and teaching skills are analyzed through normalized-gain and pair sample t-test. Data calculated use SPSS and the result is: 1) teaching confidence has normalized-gain <g> = 0,535 (moderate) and t = 12,336 (sig.=0,000); 2) teaching skills has normalized-gain <g> = 0,566 (moderate) dan t = 9,690 (sig.=0,000). The result shows the effect of distance learning through learner center micro teaching (LCMT) model can improve teaching confidence and teaching skills of physics education students on FKIP Universitas Flores.

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Anderson, Jonathan. "Micro Tales or The Potential of the Micro for Learning and Teaching." Literacy 21, no. 1 (April 1987): 4–15. http://dx.doi.org/10.1111/j.1467-9345.1987.tb00795.x.

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Wang, Liangliang, and Mingfang Fan. "How Micro-courses can Improve the Effectiveness of Ideological and Political Theories Curriculum Teaching through Teaching Design in China." Asian Social Science 12, no. 8 (July 7, 2016): 219. http://dx.doi.org/10.5539/ass.v12n8p219.

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In this article the concepts of micro-courses, research tools and research outcomes are used to clarify why and how the use of micro-courses could effectively improve Ideological and Political Theories Curriculum Teaching (IPTCT) in China. Firstly, IPTCT is significantly different from other kinds of knowledge courses in China and effective teaching in IPTCT is a research topic that is usually accompanied by the development of micro-courses in recent Chinese higher education. The relationship between them is important and complex. And then research has also been conducted to explain how micro-courses could affect the four aspects of IPTCT teaching design which includes concept design, content design, strategy design and assessment design. In this part, researchers spend a large amount of content explaining and illustrating event design processes using micro-courses, which has an important role in the overall teaching design of IPTCT. Finally, the article concluded that researchers and/ or IPTCT teachers should pay lots attention to the utilities of micro-courses in the IPTCT, recognizing the strength and flexibility of micro-courses.

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Yang, Sanxia. "Teaching Mode of Dance Appreciation Micro-course Based on Primary Teaching Theory." International Journal of Emerging Technologies in Learning (iJET) 13, no. 08 (August 30, 2018): 133. http://dx.doi.org/10.3991/ijet.v13i08.9045.

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A dance appreciation course is set up in colleges to cultivate the aesthetic judgment of students and enhance their comprehensive accomplishment. However, in the traditional teaching mode, teachers are given insufficient time to deliver the contents of dance appreciation courses, thereby leading to some problems such as the fragmented knowledge structure of students and an ineffective course delivery. To address these problems, a new teaching mode called “micro-course” was designed in this paper based on primary teaching theory. By placing dance appreciation at its core, the micro-course teaching mode is divided into four stages, namely, activate old knowledge, demonstrate new knowledge, apply new knowledge, and digest. A “four-in-one” (creation–teaching–performance–appreciation) dance micro-course was then designed followed by the construction of an online learning mode that is suitable for dance majors. Multiple experiments were also conducted to verify the effect and universality of this teaching mode and to provide a valuable reference for future studies on teaching public art courses.

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Ghosh, Saraswati. "Collaborative Micro teaching: An Innovative Approach Leading to Improved Real Classroom Teaching." Siddhant- A Journal of Decision Making 16, no. 1 (2016): 51. http://dx.doi.org/10.5958/2231-0657.2016.00007.0.

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Bilen, Kadir. "Effect of Micro Teaching Technique on Teacher Candidates’ Beliefs regarding Mathematics Teaching." Procedia - Social and Behavioral Sciences 174 (February 2015): 609–16. http://dx.doi.org/10.1016/j.sbspro.2015.01.590.

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Tisher, Richard P., and Hans G. Klinzing. "Procedures to Develop Classroom Teaching Skills: modelling, cases, simulations and micro‐teaching." South Pacific Journal of Teacher Education 20, no. 1 (January 1992): 35–48. http://dx.doi.org/10.1080/0311213920200105.

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Darsinah, Darsinah, Annisaa Salsabila, and Sela Febriana. "DEVELOPMENT OF GUIDELINES FOR MICRO TEACHING IN EARLY CHILDREN EDUCATION FACULTY OF UNIVERSITAS MUHAMMADIYAH SURAKARTA." Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini 12, no. 2 (November 22, 2021): 159–67. http://dx.doi.org/10.17509/cd.v12i2.37463.

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The purpose of this study was to determine the need for Micro Teaching Guidelines for PG PAUD UMS (Universitas Muhammadiyah Surakarta) and produce Micro Teaching Guidelines for PG PAUD UMS according to the student needs. This research is a type of research and development or R D with ADDIE design. The subjects of this study were 6th semester students who were taking Micro Teaching courses. Data collection techniques were carried out using a google form questionnaire, and Forum Group Discussion. The data analysis technique uses percentage analysis and content analysis. Percentage analysis was carried out on data from google form, content analysis was carried out on data from discussion results. The results of this study indicate that: (1) 100% of respondents need a Micro Teaching Guidebook specifically for PG PAUD; (2) 100% of students and lecturers of PG PAUD UMS understand the contents of the Micro Teaching Guideline for PG PAUD UMS and stated that the Guidelines are effective for guide learning of Micro Teaching at PG PAUD UMS which seen from the criteria percentage of effectiveness.

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Wang, Jian Xin, and Sheng Quan Ma. "Constructing Micro-Teaching Experimental Environment with Information Technology." Advanced Materials Research 989-994 (July 2014): 5106–11. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.5106.

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By using the Information Technology, the paper sets out to start a systematical design and exploration of micro-teaching and E-learning resources adopted in a public experiment teaching course named “Educational Technology” in some advanced normal universities. Besides, by examining the constructive principles of the experimental teaching environment, it has transformed the single experiment learning model which took place in traditional classes, improved the teaching efficiency and quality. And lastly, it discusses such items as learning resources on the internet, the integration of multimedia and micro-teaching as well as the micro-grid classroom construction principles, and puts forward the present college media environment building program, which meanwhile promotes the integration between technology and curriculum.

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Erwen, Zhang, and Zhang Wenming. "Construction and Application of MOOC-based College English Micro Lesson System." International Journal of Emerging Technologies in Learning (iJET) 12, no. 02 (February 28, 2017): 155. http://dx.doi.org/10.3991/ijet.v12i02.6374.

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this paper aims to introduce the construction and application of MOOC-based micro lesson system in college English teaching. Micro lesson, as a new type of curriculum resource, has injected new vitality into the development of education. College English micro lesson teaching and learning system, based on MOOC concept, multimedia cognition theory and micro lesson pattern, can be constructed to realize the learner-centered multiple interaction and teachers’ unified management of micro lesson video, so as to greatly improve the creativity and effectiveness of college English teaching & learning activity.

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Liu, Hongxia. "Design and Application of Micro Course in Fundamentals of Computers." International Journal of Emerging Technologies in Learning (iJET) 15, no. 11 (June 12, 2020): 17. http://dx.doi.org/10.3991/ijet.v15i11.14523.

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Micro course is an emerging student-centered remote teaching tool. It offers inspirations to the teaching reform of the college course called Fundamentals of Computers. This paper introduces the status quo of the teaching and learning of the said course, and analyzes the application features of micro course, highlighting the advantages of integrating micro course with Fundamentals of Computers. On this basis, the authors established a student-centered micro course teaching system for Fundamentals of Computers, and designed the application mode of the teaching system. Contrastive experiments show that the proposed application mode improves the information awareness of teachers, stimulates the learning interest of students, and promotes the computer skills and information literacy of students.

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Torro, Supriadi, La Sunra, and Riskawati Riskawati. "Pre-service Teachers’ Perception on the Reflective Teaching Practices in Micro Teaching Class." Journal of Educational Science and Technology (EST) 7, no. 3 (December 25, 2021): 281. http://dx.doi.org/10.26858/est.v7i3.23093.

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This study was a descriptive quantitative analysis aimed to find out the student teachers’ perception of the Reflective teaching practice at pre-instructional, instructional and post instructional stage in EFL micro teaching class. The population in this research was the English language education students who have attended Micro teaching courses. 108 students participated in this research by completing questionnaire. The data analysis technique used in this research is descriptive analysis using SPSS program for Windows version 17.0. The statistical analysis showed that the Mean score was 201.16, Median 199, Mode 184, and Standard deviation 16.923 from the total score of 21,275. The pre-service teachers’ perception on the reflective teaching practice at pre instructional stage and post-instructional stage was in very good category whereas their perception at the instructional stage was in the good category. This is to say, the pre-service teachers perceived that reflective teaching practice was carried out well in EFL micro teaching class at UNM.

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Rindrayani, Sulastri Rini. "PENGARUH MICRO TEACHING DAN BIMBINGAN GURU PAMONG TERHADAP KEMAMPUAN MENGAJAR MAHASISWA MAGANG PROGRAM STUDI PENDIDIKAN EKONOMI STKIP PGRI TULUNGAGUNG." EQUILIBRIUM : Jurnal Ilmiah Ekonomi dan Pembelajarannya 4, no. 2 (July 1, 2016): 106. http://dx.doi.org/10.25273/equilibrium.v4i2.650.

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

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Nguyen Thi Thuy, Trang, Binh Pham Thi, and Oanh Dang Thi. "EFFECTIVENESS OF MICRO TEACHING: DEVELOPING STEM TEACHING ORGANIZING SKILLS FOR PRE-SERVICE CHEMISTRY TEACHERS." Journal of Science Educational Science 66, no. 5 (December 2021): 217–25. http://dx.doi.org/10.18173/2354-1075.2021-0250.

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

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Venkatesha, B. K., K. M. Ajith, and Nagaraj Maradi. "Blended Micro Learning-Impact on Otorhinolaryngology Clinical Teaching." Journal of Research in Medical Education & Ethics 9, no. 2 (2019): 126. http://dx.doi.org/10.5958/2231-6728.2019.00023.4.

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Luo, Ying, and Xiang Qing Zhang. "Design of Micro-Teaching System Based on Network." Applied Mechanics and Materials 536-537 (April 2014): 1729–32. http://dx.doi.org/10.4028/www.scientific.net/amm.536-537.1729.

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In order to complete the task of microteaching, schools have introduced microteaching system. The function and quality of microteaching system directly affects teaching effect. Through teaching practice, the shortcomings of traditional microteaching system become increasingly significant. Meanwhile microteaching system based on network can not only solve the disadvantage of traditional microteaching system problems, but also its automation and management has been greatly improved. Therefore, microteaching system based on network and its construction problems have been got more and more attention of research scholars on microteaching. The paper introduces the construction and advantages of this system.

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Mondal, Wali I., and Lizandra Jimenez. "Teaching Entrepreneurship And Micro-Entrepreneurship: An International Perspective." Journal of International Education Research (JIER) 11, no. 3 (July 30, 2015): 189–96. http://dx.doi.org/10.19030/jier.v11i3.9370.

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Brown, David West. "Micro-level teaching strategies for linguistically diverse learners." Linguistics and Education 17, no. 2 (June 2006): 175–95. http://dx.doi.org/10.1016/j.linged.2006.08.001.

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Slocum, Alesia, Sylvia Rohlfer, and Cesar Gonzalez-Canton. "Teaching Business Ethics Through Strategically Integrated Micro-Insertions." Journal of Business Ethics 125, no. 1 (September 27, 2013): 45–58. http://dx.doi.org/10.1007/s10551-013-1905-x.

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Azizah, Nur, and Elvi Rahmi. "PERSEPSI MAHASISWA TENTANG PERANAN MATA KULIAH MICRO TEACHING TERHADAP KESIAPAN MENGAJAR PADA MAHASISWA PENDIDIKAN EKONOMI UNP." Jurnal Ecogen 2, no. 2 (June 5, 2019): 197. http://dx.doi.org/10.24036/jmpe.v2i2.7312.

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The purpose of this article is to analyze the effect of student perceptions about the role of micro teaching courses on student teaching readiness. This type of research is quantitative descriptive. The population of this research is the 2014 UNP FE Economics Education students who have completed the micro teaching course and the Education Field Experience Program course totaling 84 people. The sampling technique is saturated sampling (total sampling) so that the entire population is sampled. Research data are primary data collected by questionnaire. Instrument testing uses validity and reliability tests. Data were analyzed by descriptive and inductive analysis using normality test, heterocedasticity test, hypothesis testing using simple regression, t test and coefficient of determination with α = 0.05. The results showed that there was a significant and positive influence between students' perceptions of the role of micro teaching courses on student teaching readiness, namely sig 0,000 <0,05. Keywords: Perception, Role, Micro Teaching, Teaching Readiness

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Utomo, Supri Wahyudi. "PENGARUH PRESTASI BELAJAR PERENCANAAN PENGAJARAN DAN MICRO TEACHING TERHADAP PRAKTIK PENGALAMAN LAPANGAN MAHASISWA PENDIDIKAN AKUNTANSI IKIP PGRI MADIUN." Assets: Jurnal Akuntansi dan Pendidikan 1, no. 1 (December 1, 2012): 56. http://dx.doi.org/10.25273/jap.v1i1.544.

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This study aimed to determine the effect of teaching and learning achievement planning to practice micro teaching field experience accounting education collage students IKIP PGRI Madiun. The analysis method used is multiple regression. The results showed that the learning achievements and course planning Teaching Micro Teaching simultaneously influence the success in participating in the Practice Field Experience. There is a positive effect between achievement Instructor course on learning achievement Planning Practice Field Experience. However, this study did not find any significant effect between achievement on learning achievement Micro Teaching Practice Practice Field Experience.

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Koross, Rachel. "Micro Teaching an Efficient Technique for Learning Effective Teaching Skills: Pre-service Teachers’ Perspective." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455–2526) 4, no. 2 (September 2, 2016): 289. http://dx.doi.org/10.21013/irajems.v4.n2.p7.

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<div>Micro teaching is a method that has been used since 1960s in teaching and learning environments to enhance prospective teacher’ instructional experiences. Microteaching is a remarkable technique that is used in teacher education programs to offer valuable opportunities for trainee teachers to develop effective teaching strategies. The main purpose of this paper is to examine the experiences, competencies, and perceptions of 100 pre-service teacher trainees from the Kiswahili language Education program in the school of education, University of Eldoret Kenya. A combinations of quantitative and qualitative techniques were used and a questionnaire and focus group interview were used to collect data from the respondents. The findings indicate that prospective teachers gained a variety of experiences and competencies from micro teaching and that majority of them have positive attitudes toward micro teaching as a training technique. </div>

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Maghfirotillah, Qori’ah. "STUDENTS’ CULTURAL AWARENESS LEVEL AND THEIR TECHNIQUES FOR INCORPORATING TARGET CULTURAL CONTENT INTO ENGLISH LANGUAGE TEACHING IN ENGLISH TEACHER EDUCATION DEPARTMENT OF UIN SUNAN AMPEL SURABAYA." IJET (Indonesian Journal of English Teaching) 5, no. 1 (July 13, 2016): 116–29. http://dx.doi.org/10.15642/ijet2.2016.5.1.116-129.

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Having cultural awareness deals much more with ones’ ability to face global interaction and to communicate appropriately, and thus, is crutial for students taking micro-teaching class of ETED UIN Surabaya as English teacher candidates. To gain meaningful English teaching, ETED students need to highlight that language learning without involving any cultural contents means nothing. This paper is a literature review of the bigger study which aims to examine the level of Students’ cultural awareness in micro teaching class of English Teacher Education Department and the strategies that are used by students of micro teaching class to incorporate cultural aspect into their English language teaching.

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Saun, Saunir. "PENGGUNAAN STRATEGI BERTANYA OLEH MAHASISWA PENDIDIKAN BAHASA INGGRIS UNP PADANG DALAM PRAKTIK MICRO TEACHING." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 9, no. 1 (December 10, 2015): 53. http://dx.doi.org/10.24036/ld.v9i1.6261.

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The application of the questioning skills (both the basic and advanced questioning skills) is very important in teaching because they play an important role in arising the students’ attention and thinking which, at last, ditermine the students’ understanding and mastery of the lessons they learn. However, this research found that many of the students in a micro teaching class could not use the questioning strategies well. This paper shows and discusses the application of the strategies used by the students of English in a micro teaching practice in an Englsh class. Keywords: Strategi bertanya, pendidikan bahasa Inggris, Micro Teaching

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Ćirković Miladinović, Ivana, Maja Dimitrijevic, and Branko Ilic. "Reflection on action: peer micro-teaching process of prospective EFL teachers and class teachers focusing on mother tongue teaching." Technium Social Sciences Journal 25 (November 9, 2021): 9–19. http://dx.doi.org/10.47577/tssj.v25i1.4992.

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Teaching experience plays a productive role in teacher professional development, so it is necessary to examine such experience systematically, either as reflection on action or reflection in action. In a sense, reflection has the power to help the teacher connect experience and theoretical knowledge and to use each area of expertise more efficiently (Knezevic and Scholl 1996). Therefore, reflection is an important ‘tool’ to articulate how we know what we do when we teach (ibid.). For this reason, micro-teaching is an opportunity to link theory and practice, critically evaluate one’s teaching skills and to discuss alternative approaches and solutions for the specific teaching context with peer colleagues. This paper will focus, firstly, on the micro-teaching process by explaining the background of this procedure and then by giving the detailed description of the two micro-teaching sessions conducted in January and February 2020 at the Faculty of Education in Jagodina, University of Kragujevac, Serbia. Secondly, it will consider giving feedback to others, in person and online, using video records, self-evaluation and reflection in peer-teaching process. Finally, the paper will evaluate two peer micro-teaching sessions with a focus on student-student, interaction in university teaching context and advantages and disadvantages in teaching English as a foreign language on one side, and Serbian as the mother tongue on the other.

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Linda, Linda. "Analisis penguasaan kompetensi pedagogik dan profesional mahasiswa calon guru matematika dalam mata kuliah micro-teaching." PYTHAGORAS: Jurnal Pendidikan Matematika 12, no. 1 (June 4, 2017): 65. http://dx.doi.org/10.21831/pg.v12i1.14053.

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Penelitian ini bertujuan untuk mendeskripsikan penguasaan kompetensi pedagogik dan profesional mahasiswa calon guru matematika dalam mata kuliah micro-teaching di Universitas Sultan Ageng Tirtayasa Provinsi Banten. Penelitian ini merupakan penelitian deskriptif. Subjek sebanyak 16 mahasiswa yang dipilih secara acak dari 72 mahasiswa jurusan pendidikan matematika, Universitas Sultan Ageng Tirtayasa Provinsi Banten tahun ajaran 2014/2015. Objek penelitian adalah kompetensi pedagogik dan profesional mahasiswa calon guru matematika dalam mata kuliah micro-teaching di Universitas Sultan Ageng Tirtayasa Provinsi Banten. Data hasil penelitian dianalisis dengan melihat kriteria penguasaan kompetensi pedagogik dan profesional. Hasil penelitian menunjukkan bahwa penguasaan kompetensi pedagogik mahasiswa calon guru matematika dalam mata kuliah micro-teaching di Universitas Sultan Ageng Tirtayasa Provinsi Banten, berada pada kriteria baik. Penguasaan kompetensi profesional mahasiswa calon guru matematika Universitas Sultan Ageng Tirtayasa Provinsi Banten, berada pada kriteria kurang.Kata Kunci: kompetensi pedagogik, kompetensi profesional, micro-teaching An Analysis of Pedagogical and Professional Competence Mastery of Student Teachers of Mathematics in Micro-Teaching Course AbstractThe study aims to describe the mastery of the pedagogical competence and the professional competence of student teachers of mathematics in micro-teaching courses at the University of Sultan Ageng Tirtayasa in Banten Province. The study was descriptive research. The subjects were 16 students who were randomly selected from 72 students of the Department of Mathematics Education, University of Sultan Ageng Tirtayasa Banten, in the academic year of 2014/2015. The object of this research was the pedagogical competence and professional competence of student teachers. The data were analyzed by observing the criteria for pedagogical competence mastery and mastery of professional competence criteria. The results of study show that the pedagogical competence mastery of the student teachers in the subjects of micro-teaching at the University of Sultan Ageng Tirtayasa in Banten Province is in the good criterion. The mastery of the professional competence of the student teachers in the same subjects is not in a less criterion.Keywords: pedagogical competence, professional competence, micro-teaching

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Özbal, Ayşe Feray. "Implementation of Microteaching in Special Teaching Methods I And II Courses: An Action Research." International Education Studies 12, no. 10 (September 29, 2019): 89. http://dx.doi.org/10.5539/ies.v12n10p89.

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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.

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Journal articles on the topic 'Micro-teaching'

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