Relevant bibliographies by topics / Microteaching

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Microteaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Microteaching"

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Mukuka, Angel, and Jogymol Kalariparampil Alex. "Review of research on microteaching in mathematics teacher education: Promises and challenges." Eurasia Journal of Mathematics, Science and Technology Education 20, no. 1 (January 1, 2024): em2381. http://dx.doi.org/10.29333/ejmste/13941.

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Microteaching has been viewed as a professional development tool that gives pre-service teachers the chance to strengthen their teaching skills. This paper presents an overview of the research on microteaching in mathematics teacher education, noting its prospects and challenges while also making recommendations for modifications to its application. A thorough analysis of 28 empirical papers on microteaching in mathematics teacher preparation that were published between 2000 and 12 May 2023, was conducted. Findings demonstrate that microteaching is an effective approach for enhancing pre-service teachers’ core mathematics teaching skills. It is suggested that microteaching, which begins in a laboratory setting with the development of essential teaching skills, should not end there; it should give trainee teachers an opportunity to learn and practice in a real classroom context. Microteaching activities require more time, more supervisors, and more resources to function at its maximum capacity. Technology has also demonstrated greater promise when it comes to enhancing microteaching’s position in facilitating the development of pre-service mathematics teachers’ instructional skills.
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Dwyer, Eamonn. "Microteaching." Journal of the British Institute of Mental Handicap (APEX) 13, no. 3 (August 26, 2009): 122–23. http://dx.doi.org/10.1111/j.1468-3156.1985.tb00312.x.

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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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Parmin, Parmin, Endah Fitriani Rahayu, Yahya Nur Ifriza, and Siminto Siminto. "Developing Professional Science Teacher Candidates' Teaching Skills Based on Next Generation Science Standards (NGSS)." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 8, no. 1 (June 30, 2023): 113–23. http://dx.doi.org/10.24042/tadris.v8i1.16596.

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This study aims to develop the teaching skills of science teacher candidates by integrating Indonesian standards with the criteria of the Next Generation Science Standards (NGSS) through innovative microteaching practices. A mixed-methods approach was used for this research, which targeted science teacher candidates enrolled in microteaching courses, partner teachers, and microteaching lecturers. A total of 20 teacher candidates from a single microteaching class were the subjects of this research. An innovation introduced in this study allowed each student to review and analyze videos of previous microteaching sessions prior to their own practice. Data was collected from the microteaching curriculum, microteaching videos, and effectiveness tests of two developed products. The instrument used was an open-ended observation sheet. Microteaching practices were found to develop the teaching skills of professional science teacher candidates in line with NGSS criteria. Partner teachers reported a variety of positive experiences related to the development of syllabi, lesson plans, teaching materials, student worksheets, and assessments. The positive practices of these partner teachers were used as material for collaboration with lecturers in microteaching courses. The findings of this research indicate that collaboration with teachers in microteaching courses to provide information and feedback to teacher candidates, from preparation and implementation to evaluation of learning, plays a significant role in developing teaching skills.
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Suryani, Fitri Budi, Dwi Rukmini, Dwi Anggani Linggar Bharati, and Rudi Hartono. "Promoting EFL Student Teachers’ Life-Long Learning through Microteaching Lesson Study." Celt: A Journal of Culture, English Language Teaching & Literature 18, no. 2 (December 29, 2018): 267. http://dx.doi.org/10.24167/celt.v18i2.1212.

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The success of lesson study as an approach for teacher professional development in improving students’ learning has inspired the works on microteaching lesson study which is designed for student teachers in microteaching course. Some studies show that microteaching lesson study brought about positive result to student teachers’ pedagogical ability and content knowledge. However, that microteaching lesson study influences student teachers in their teaching internship, that is the course taken after microteaching where student teachers teach real students in real schools, has not been revealed yet. This study aims at exploring the influence of microteaching lesson study on the English as a Foreign Language (EFL) student teachers in teaching internship and to what extent the influence was to promote the EFL student teachers’ life-long learning to teach. It is a qualitative study with semi-structured group interview as the instrument of the research. The subject of the study was ten EFL student teachers who voluntarily participated in the study from twenty two student teachers. They had enrolled in a microteaching class that applied microteaching lesson study in the sixth semester and then took the teaching internship in the seventh semester. The finding of the study indicates that microteaching lesson study has considerably influences most of the EFL student teachers in gaining life-long learning to teach as they already implemented the steps of microteaching lesson study in their teaching internship initiatively. Finally, this study recommends teacher educators to adapt lesson study in microteaching course that can make the EFL student teachers to keep learning to teach.
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Suryani, Fitri Budi, Dwi Rukmini, Dwi Anggani Linggar Bharati, and Rudi Hartono. "Promoting EFL Student Teachers’ Life-Long Learning through Microteaching Lesson Study." Celt: A Journal of Culture, English Language Teaching & Literature 18, no. 2 (December 29, 2018): 261. http://dx.doi.org/10.24167/celt.v18i1.1212.

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The success of lesson study as an approach for teacher professional development in improving students’ learning has inspired the works on microteaching lesson study which is designed for student teachers in microteaching course. Some studies show that microteaching lesson study brought about positive result to student teachers’ pedagogical ability and content knowledge. However, that microteaching lesson study influences student teachers in their teaching internship, that is the course taken after microteaching where student teachers teach real students in real schools, has not been revealed yet. This study aims at exploring the influence of microteaching lesson study on the English as a Foreign Language (EFL) student teachers in teaching internship and to what extent the influence was to promote the EFL student teachers’ life-long learning to teach. It is a qualitative study with semi-structured group interview as the instrument of the research. The subject of the study was ten EFL student teachers who voluntarily participated in the study from twenty two student teachers. They had enrolled in a microteaching class that applied microteaching lesson study in the sixth semester and then took the teaching internship in the seventh semester. The finding of the study indicates that microteaching lesson study has considerably influences most of the EFL student teachers in gaining life-long learning to teach as they already implemented the steps of microteaching lesson study in their teaching internship initiatively. Finally, this study recommends teacher educators to adapt lesson study in microteaching course that can make the EFL student teachers to keep learning to teach.
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Sithole, Nosihle Veronica. "The Efficacy of Microteaching in a Teacher Education Programme During the Lockdown at a University in South Africa." International Journal of Learning, Teaching and Educational Research 22, no. 2 (February 28, 2023): 76–91. http://dx.doi.org/10.26803/ijlter.22.2.5.

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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.
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Simamora, Roy Martin. "Microteaching Setting during the COVID-19 Pandemic from the Author’s Point of View." JPI (Jurnal Pendidikan Indonesia) 12, no. 1 (March 30, 2023): 155–64. http://dx.doi.org/10.23887/jpiundiksha.v12i1.53975.

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Microteaching is one such teacher training technique which helps the teacher trainee to master the teaching skills and develop teaching strategies. The impact of the COVID-19 pandemic has made microteaching courses conducted online. This study aims to analyze the microteaching experience of Performing Arts Education students in a microteaching course during the COVID-19 pandemic. The microteaching session is divided into two sessions: online theory-based microteaching sessions and offline practice-based microteaching session. This study used a qualitative research. The research design used is the author's point of view.The author has direct contact with the people, situations, and phenomena being investigated. Data analysis techniques are carried out by systematically observing and recording the symptoms that appear in the object of research. In this microteaching setting, the author observes how students develop their own teaching and learning processes by planning, teaching, observing, evaluating, and reflecting on learning. The findings of this study indicated that the implementation of online and offline microteaching during the COVID-19 pandemic has its own advantages and disadvantages. In addition, the technical side also needs attention. The students still have not shown maturity in mastering the principles of teaching in the classroom. This study is used as a means to improve student teaching to become future educators in unexpected situations.
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Sadikin, Ali, and Upik Yelianti. "Persepsi Mahasiswa Biologi Terhadap Pelaksanaan Pembelajaran Mikro." BIODIK 6, no. 1 (April 2, 2020): 96–110. http://dx.doi.org/10.22437/bio.v3i1.4582.

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Microteaching is a teaching exercise for prospective teachers with student conditions, material and time that have been arranged in such a way as to provide comfort for prospective teachers to practice teaching. The implementation of microteaching in the Biology Education Study Program FKIP Jambi University has been going on for a long time. Along with the times whether the microteaching is still relevant or the need for innovation, a survey is needed. Therefore this research was conducted with the aim to reveal the biology students' views on the implementation of microteaching. The method uses a descriptive approach with an instrument in the form of a questionnaire. The number of respondents was 270 students. The results of the study report that the implementation of microteaching is going well but needs to be improved in terms of facilities and infrastructure, additional time to practice and curriculum adjustments needed in schools. Keywords: Perseption, microteaching, biology students. ABSTRAK. Microteaching merupakan latihan mengajar bagi calon guru dengan kondisi siswa, materi dan waktu yang telah diatur sedemikian rupa guna memberikan rasa nyaman bagi calon guru untuk latihan mengajar. Pelaksanaan microteaching di prodi pendidikan biologi FKIP Universitas Jambi sudah lama berlangsung. Seiring dengan perkembangan zaman apakah microteaching tersebut masih relevan atau perlu adanya inovasi perlu diadakan survei. Maka dari itu dilakukan penelitian ini dengan tujuan untuk mengungkap pandangan mahasiswa biologi terhadap pelaksanaan microteaching. Metode menggunakan pendekatan deskriptif dengan instrumen berupa angket. Jumlah responden 270 orang mahasiswa. Hasil penelitian melaporkan pelaksanaan microteaching berlangsung baik tetapi perlu diperbaiki dari segi sarana dan prasarana, tambahan waktu untuk berlatih dan penyesuaian kurikulum yang dibutuhkan di sekolah.
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Khuriyah, Khuriyah. "Analisis Pelaksanaan Microteaching Mahasiswa Program Studi Pendidikan Agama Islam." At-Tarbawi: Jurnal Kajian Kependidikan Islam 2, no. 2 (December 15, 2017): 175. http://dx.doi.org/10.22515/attarbawi.v2i2.990.

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

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Kang, Margaret Tomassi Lorber Michael A. "The difference between the performance of selected teaching skills during the latter portions of microteaching and field experiences." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9105738.

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Thesis (Ed. D.)--Illinois State University, 1990.
Title from title page screen, viewed November 18, 2005. Dissertation Committee: Michael A. Lorber (chair), Kenneth H. Strand, Norman C. Bettis, Stephan B. Charton, Frank T. Chiodo, Savario J. Mungo. Includes bibliographical references (leaves 62-71) and abstract. Also available in print.
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Trott, A. J. "Oral examinations : The £Ttraining of oral interviewers£T." Thesis, University of Nottingham, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377372.

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Sahinkayasi, Hamide. "Contributions And Challenges Of Cognitive Tools And Microteaching For Preservice Teachers&#039." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/2/12610597/index.pdf.

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This study aimed to investigate the potentials of two cognitive tools for instructional planning (Instructional Planning Self-reflective Tool, IPSRT, and Constructivist Planning Self-reflective Tool, CPSRT) and microteaching in gaining instructional planning and teaching skills for preservice teachers. The participants were 51 fourth year students in Computer Education and Instructional Technology program. The study is an action research with three main foci. The first focus of this study aimed at investigating contributions and challenges involved in the use of the cognitive tools for instructional planning with tutoring from the instructor. More specifically, to what extent the preservice teachers followed these tools during this process, the effects of these tools on preservice teachers&rsquo
self-efficacy, the perceived instrumentality regarding instructional planning, and the perceived contributions and challenges presented by these tools were focused. Both tools were introduced to the two sections, in different orders within four weeks. The data for this focus were collected by means of questionnaires, interviews and documents (lesson plans). This focus revealed that
expect for writing objectives, the participants could make instructional plans according to the IPSRT. They could also follow the CPSRT to design the instructional goal, required characteristics of learning activities and the assessment. Both tools were found to significantly increase their initial self-efficacy beliefs. They found CPSRT more flexible, while IPSRT easier and more helpful. This focus indicated that IPSRT and CPSRT can be used as supportive tools in preservice teachers&rsquo
gaining instructional planning skills. If both tools were used, it would be better to introduce IPSRT at first and then CPSRT. The second focus of this study was to explore the contributions and challenges of microteaching activities regarding preservice teachers&rsquo
instructional planning and teaching skills. The microteaching activities took eight weeks. Throughout this phase, each student planned a 20-minute microteaching with tutoring from the instructor and performed it in the classroom. The performers were formatively evaluated through a microteaching assessment form by the instructor, the teaching assistants and some preservice teachers. Then the performers made a self-reflection assignment about their microteaching performance, considering those evaluations. In the following semester, 15 participants&rsquo
perceptions about the contributions and challenges posed by microteaching activities for their instructional planning and teaching skills were obtained through interviews. More specifically, their perceptions about the microteaching planning process with tutoring, performing microteaching, formatively assessing peers&rsquo
microteaching performances, being assessed by peers, and doing self-reflection assignment were analyzed. This focus revealed that although preservice teachers perceive microteaching activities as valuable experiences, microteaching would be more beneficial if the pupils were real ones, not their class-mates. The third focus was to investigate the effects of the cognitive tools and microteaching activities on preservice teachers&rsquo
lesson planning and teaching skills in their field teaching. For this aim, 12 participants&rsquo
field teaching lesson plans and their performance assessments were analyzed. It was found that many of them preferred using the Microteaching Planning Guide and they had no difficulty in their lesson planning. As to field teaching performance, the analyses of the assessment forms showed that a majority of them performed successfully. Besides, most of them were observed not to have anxiety during field teaching. This focus showed that these cognitive tools and microteaching activities could improve preservice teachers&rsquo
self-confidence in lesson planning and teaching skills in real class environment. Considering to meeting the need for better qualified teachers, this study promised that applying these cognitive tools and microteaching model in schools of teacher education is likely to contribute to the instructional planning and teaching skills of preservice computer teachers. This study also offers suggestive implications for how to improve teaching methods courses with the two cognitive tools and microteaching, as well.
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Mayer, Diane E., and n/a. "Perceptions of a microteaching program by preservice primary teachers and their university tutors." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060907.133436.

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This thesis reports on the perceptions held by second year preservice primary teachers and their tutors/supervisors of a 1990 microteaching program at a regional university in Queensland. Perceptions were ascertained on (a) the skills addressed, (b) peer and tutor feedback, (c) the self evaluation techniques used, (d) the content level taught, (e) the videotaping of the sessions, and (f) the effectiveness of the program in the continuing development of teaching skills for preservice teachers. Perceptions were collected using a questionnaire designed for the purpose. The questionnaire incorporates fixed response options, for which percentages of those agreeing with each response are presented in tabular form. It also invites open ended responses which are coded according to the areas designated of interest for the study. A Likert type rating scale is used to ascertain opinions on the effectiveness of the program for developing particular classroom teaching skills. Results of the study indicate that for the participants, microteaching is appropriate and effective in helping to provide prospective teachers with experiences that complement practice teaching in schools, but that the actual structure and components of any such program requires some discussion. Analysis indicates a need to vary microteaching programs from those of many traditional approaches based on the early Stanford model. The writer suggests the concept of a teaching-learning laboratory based on a macro teaching skill approach with peers as more appropriate for current preservice teacher education.
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MacKenzie, Alison. "Teacher-trainee perceptions of coeducation in a microteaching context in the Sultanate of Oman." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/27676.

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Since 1970, the Sultanate of Oman has undergone rapid development, modernisation and educational reform within which a policy of coeducation has been introduced in grades 1 to 4, cycle 1, Basic Education schools and in most state-run and private higher education institutions. Situated within a coeducational tertiary college, a critical interpretive case study was conducted on 25 male and 85 female third-year English teacher trainees. Informed by a social-constructionist framework this study seeks to understand their perceptions of coeducation in the microteaching component of their initial teacher education programme. This study also provides a platform for the voices of these teacher trainees to be heard. Due to the accepted and practiced large-culture norms discouraging male and female interaction between non-family members in the Arabian Gulf, it was found that the coeducational microteaching classes are sites of struggle through which, drawing on the work of Barkhuizen (1998), six perceptions emerged: sustainments, emotions, predictions, reflections, evaluations and transformations, represented by the acronym, SEPRET. While there is only a slight difference in their perceptions of coeducational microteaching, the male and female trainees are both fostering stereotypical gender roles through which small cultures of ‘romance’ and ‘laddishness’ are being perpetuated. As a result of coeducation, they are experiencing a negative ‘mirror’-effect where they are masking, inhibiting, and repositioning aspects of their performance, participation and identities. The large- and small-culture constructs of Holliday (1999) are evidenced inside and outside the coeducational microteaching classroom walls and a new model of learner actions on their perceptions of coeducation is presented. The study ends with the voices of the teacher trainees calling upon the powers that be to understand their behaviour and recommends single-gender rather than coeducational microteaching spaces in this particular Omani initial teacher education context.
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Jay, Jennifer S. "Preservice early childhood teachers' science teaching self-efficacy : the effects of a modeling-microteaching intervention /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988673.

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Molina, Roxanne. "Microteaching Lesson Study: Mentor Interaction Structure and its Relation to Elementary Preservice Mathematics Teacher Knowledge Development." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/616.

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This study investigated Microteaching Lesson Study (MLS) and three possible MLS mentor interaction structures during the debriefing sessions in relation to elementary preservice teacher development of knowledge for teaching. One hundred three elementary preservice teachers enrolled in five different sections of a mathematics methods course at a southern urban university were part of the study. This included 72 participants who completed MLS across three different mentor interaction structures as part of their course requirements and 31 elementary preservice teachers who did not complete MLS as part of their methods course and served as a comparison group for a portion of the study. A sequential mixed-methods research design was used to analyze the relationship between MLS mentor interaction structure and growth in preservice teachers’ mathematics teacher knowledge. Data sources included pre and post assessments, group developed lesson plans and final reports, a feedback survey with Likert-type and open-ended questions, and transcripts of audio-recorded debriefing sessions. The pre and post assessments were analyzed using Analysis of Variance (ANOVA) and descriptive statistics were used to analyze the Likert-type feedback survey questions. Group MLS lesson plans, final reports, and transcripts of debriefing sessions along with the open-ended questions from the feedback survey were coded in a three-step process as described by Miles and Huberman (1994). In alignment with findings from M. Fernandez (2005, 2010), elementary presrvice teachers participating in MLS grew in content knowledge related to MLS topics taught by one another. Results from the analysis of pre and post content knowledge assessments revealed that participants grew in their understanding of the mathematics topics taught during MLS irrespective of their mentor interaction structure and when compared to the participants who did not complete MLS in their methods course. Findings from the analysis of lesson plans for growth in pedagogical content knowledge revealed the most growth in this area occurred for participants assigned to the interaction structure in which the MLS mentor participated in the first two debriefing sessions. Analysis of the transcripts of the discourse during the debriefing sessions and the feedback surveys support the finding that the elementary preservice teachers assigned to the interaction structure in which the MLS mentor participated in the first and second debriefing sessions benefited more from the MLS experience when compared to elementary preservice teachers assigned to the other two interaction structures (MLS mentor participated in only the first debriefing session and MLS mentor participated in only the last debriefing session).
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Butler, Abigail. "The relationship among preservice music education teachers' conceptions of teaching effectiveness, microteaching experiences, and teaching performance." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/289016.

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Fifteen undergraduate music education majors enrolled in an introductory music education course at a major university in the Southwestern United States participated in this study. Students constructed concept maps on the topic teacher effectiveness as a measure of their cognitive schemata. They completed two microteaching lessons in two different settings which were videotaped and subsequently analyzed using the Survey of Teaching Effectiveness and a time sampling procedure using criteria from teacher intensity research. Following their microteachings students constructed a second concept map on the same topic. Students were interviewed to explore the nature of their thinking about effective teaching. Quantitative analyses were conducted using data from the concept maps and both measures of teacher effectiveness. Results of a dependent t-test showed no significance difference between map scores either for total score or component scores of extensiveness and coherence. Spearman Rank Correlations were calculated between map scores and subjects' scores on both the STE and TI measures. No significant correlations were found to exist. Qualitative analyses were completed based on data from concept maps, self-evaluations, and interviews. Frequency responses by categories and data source indicated subjects' responses fell into two main areas: teacher effectiveness and skills and strategies. Within these two areas four sub-categories were targeted for further analysis: knowledge, teacher traits, delivery and instructional skills. Frequency responses for all but delivery skills were quite high. The following conclusions were drawn: (1) Preservice teachers have a clear picture of what it means to be an effective teacher. They describe an effective teacher as knowledgeable, possessing a variety of personal characteristics, and engaging in specific teacher actions. (2) Preservice teachers' cognitive structure does not change after the completion of two microteaching experiences. There is some indication that changes in the content of their thinking arise following their microteachings. (3) There is no relationship between preservice teachers' cognitive structure and their ability to demonstrate effective teaching behaviors. However, qualitative analyses suggest a possible connection between the content of their thinking and their ability to teach effectively. Implications for education and future research are discussed.
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Erben, Antony Karl Heinz. "Student teachers' use of microteaching activity to construct sociolinguistic knowledge within a Japanese immersion initial teacher education programme in Australia." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289000.

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Elghotmy, Heba Elsayed Abdelsalam. "Investigation into the microteaching practices of Egyptian pre-service teachers of English in an EFL teacher preparation programme : implications for curriculum planning and design." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/8201.

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Based on an interpretive paradigm, this study aimed at probing into the perceptions of Egyptian EFL pre-service teachers and their lecturers of the new microteaching course. It investigated a) pre-service teachers and lecturers' perceptions about the course focuses; b) pre-service teachers' and lecturers’ perceptions of the difficulties encountered during course application, and finally c) pre-service teachers' perceptions about the helpfulness of the microteaching course in enhancing their teaching performance during practicum. Moreover, the study aimed at utilising this investigation for developing a framework for microteaching curricula planning and design. Data collection was based on a sequential mixed methods approach, thus in the first phase of the study, the researcher administered a questionnaire to 10 lecturers and 125 EFL pre-service teachers in the third year English department at the Faculty of Education of Menoufia University in Egypt. In Phase Two the researcher conducted semi-structured in-depth interviews with 7 lecturers and 15 pre-service teachers, who also completed a reflective journal. Data were analysed quantitatively and qualitatively. The findings of the current study indicated that that there are nineteen focuses of the microteaching course at Shebin Elkom Faculty of Education. These focuses have been classified into three main themes: lesson planning skills, lesson implementation skills, and lesson evaluation skills. As revealed by data analysis, lecturers devoted less time to practising lesson evaluation skills. Findings also revealed that EFL pre-service teachers and their lecturers encountered the following difficulties during peer group work: modelling the skills, planning a micro-lesson, teaching a micro-lesson, and when giving and receiving feedback. Furthermore, it was found that the course was helpful in enhancing pre-service teachers’ teaching performance at practicum concerning their professional skills rather than their personal qualities. Psychological, socio-cultural, and socio-political factors that affect the implementation of the microteaching course are discussed. Implications and suggestions for further research are provided.
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Books on the topic "Microteaching"

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1957-, Bhaskara Rao Digumarti, ed. Microteaching and prospective teachers. New Delhi: Discovery Pub. House, 2009.

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1946-, Swallow Derek, ed. Microteaching in teacher education and training. London: Croom Helm, 1986.

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Koch-Priewe, Barbara, Johannes Wildt, and Fritz-Ulrich Kolbe. Grundlagenforschung und mikrodidaktische Reformansätze zur Lehrerbildung. Bad Heilbrunn: Klinkhardt, 2004.

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Demetrio, Duccio. Micropedagogia: La ricerca qualitativa in educazione. Scandicci, Firenze: Nuova Italia, 1993.

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Ela, Śarmā Ḍī. Hindī-śikshaṇa-praśikshaṇa: Māikroṭīciṅga upāgama se. Jayapura: Devanāgara Prakāśana, 1992.

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Wagner, Marie-Cécile. Pratique du micro-enseignement: Une méthode souple de formation des enseignants. Paris: Editions universitaires, 1988.

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Voss, Bärbel. Individualisierung des Lehrverhaltenstrainings unter Berücksichtigung differentieller Aspekte. Frankfurt am Main: P. Lang, 1987.

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1960-, Ramalingam Panch, ed. Impact study of academic staff colleges: Interactive teaching, microteaching, and problem-solving learning. Delhi: Authorspress, 2009.

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Patil, V. T. Impact study of academic staff colleges: Interactive teaching, microteaching, and problem-solving learning. Delhi: Authorspress, 2009.

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Sinnhöfer, Jörg-Michael. Unterrichtsdokumentation und Lehrerbildung: Zur Funktion audio-visueller Unterrichtsdokumentation im Rahmen didaktischer Ausbildung. Frankfurt am Main: P. Lang, 1988.

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Book chapters on the topic "Microteaching"

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Wakimoto, Takehiro, Hiroshi Sasaki, Ryoya Hirayama, Toshio Mochizuki, Brendan Eagan, Natsumi Yuki, Hideo Funaoi, Yoshihiko Kubota, Hideyuki Suzuki, and Hiroshi Kato. "Student Teachers’ Discourse During Puppetry-Based Microteaching." In Communications in Computer and Information Science, 234–44. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33232-7_20.

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Zacharias, Nugrahenny T. "11. Practicing EIL Pedagog y in a Microteaching Class." In Preparing Teachers to Teach English as an International Language, edited by Aya Matsuda, 157–66. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097036-013.

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Nisak, Nur Maslikhatun, Ruli Astuti, Niswatin Khoiriyah, and Evi Fatimatur Rusydiyah. "Preparing Future Teachers for 5.0 Era: Microteaching and TPCK Approach." In Proceedings of the International Conference on Intellectuals’ Global Responsibility (ICIGR 2022), 22–30. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-052-7_4.

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Dong, Yuan. "Study on Practice of Microteaching in Professional Skills Training of Tour Guides." In Lecture Notes in Electrical Engineering, 737–43. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4805-0_93.

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Marsono, Marsono, Abdul Qolik, Irfan Nur Hakim, and Rusiyanto Rusiyanto. "The Influences of Microteaching and Peer Interaction on Undergraduate Students Self-Efficacy." In 5th Vocational Education International Conference (VEIC 2023), 228–35. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-198-2_31.

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Mariana, Neni, Ulhaq Zuhdi, Natasha Anne Rappa, Susan Ledger, and John Fischetti. "Identifying Teaching Skills of Indonesian Prospective Elementary Teachers with Microteaching Technology 2.0." In Proceedings of the International Joint Conference on Arts and Humanities 2022 (IJCAH 2022), 570–76. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-008-4_63.

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Zalavra, Eleni, Kyparisia Papanikolaou, Katerina Makri, Konstantinos Michos, and Davinia Hernández-Leo. "Exploiting Peer Review in Microteaching Through the Ld-Feedback App in Teacher Education." In Advances in Intelligent Systems and Computing, 139–47. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23884-1_18.

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Wu, Junjie Gavin, and Kean Wah Lee. "Teach Less, Learn More: Empowering Pre-service Language Teachers with Technology-Enhanced Microteaching." In New Language Learning and Teaching Environments, 173–85. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-51540-8_13.

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Wibowo, Theodorus Wiyanto, Meini Sondang Sumbawati, Yunus, Andang Widjaya, and Sanita Harianto. "Identification of Microteaching to Improve the Quality of Prospective Teachers After The Pandemic of Covid 19." In Advances in Social Science, Education and Humanities Research, 1016–23. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-152-4_100.

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Mochizuki, Toshio, Hiroshi Sasaki, Yuta Yamaguchi, Ryoya Hirayama, Yoshihiko Kubota, Brendan Eagan, Takehiro Wakimoto, et al. "Effects of Perspective-Taking Through Tangible Puppetry in Microteaching and Reflection on the Role-Play with 3D Animation." In Communications in Computer and Information Science, 315–25. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33232-7_28.

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Conference papers on the topic "Microteaching"

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Lewis, Colleen M., Daniel D. Garcia, Helen H. Hu, Saber Khan, Nigamanth Sridhar, Bryan Twarek, and Chinma Uche. "Microteaching." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3287514.

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Wright, Angela. "A Reflection on Teaching Practice: A Level 9 Microteaching Application." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7864.

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Abstract:
I hear, and I forget. I see, and I remember. I do, and I understand, (Asian Proverb). The context of this research is the examinination of teaching practice through the lens of ‘microteaching’, thus affording the opportunity to reflect on and evaluate one’s personal delivery with the view to instigating better actions for practice in the future. This study specifically contributes to a novel critical enhancement of level 9 teaching delivery where the cohort are adult learners. The focus of this evaluation on current practices is to establish where improvements could be made to teaching delivery through the direct scrutiny of peers. Reflection on the feedback and on the sessions was reviewed and recommendations were embraced and operationalised. The empirical data was gathered through three peer review microteaching sessions that were recorded and where feedback was given after each session. The microteaching was repeated once a month over a 3-month interval process. Feedback from the sessions was analysed and recommendations for practice were developed. These recommendations will be considered, and relevant resultant changes will be made to improve future practice at level 9. It is envisaged that the findings of this research will better inform the author, the academic plan, and the faculty for future teaching practice. Keywords: Microteaching, Instructor Evaluation, Reflection.
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Guirong, Zhang, Zhao Jiangong, Shao Lijun, and Bian Fenglian. "Application of Microteaching under Network Environment." In 2009 First International Workshop on Education Technology and Computer Science. IEEE, 2009. http://dx.doi.org/10.1109/etcs.2009.166.

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Pedone, Francesca, and Gabriella Ferrara. "PRESERVICE TEACHERS’ TRAINING THROUGH MICROTEACHING EXPERIENCE." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0897.

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Asril, Zainal, Z. Mawardi Efendi, Eri Berlian, and Jalius Jama. "Microteaching Program Based on Islamic Values." In International Conference on Islamic Education (ICIE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icie-18.2018.14.

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Yuan Jiugen, Zhang Wenting, and Wang Qi. "Microteaching based on internet and multimedia technology." In 2013 8th International Conference on Computer Science & Education (ICCSE). IEEE, 2013. http://dx.doi.org/10.1109/iccse.2013.6554035.

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Tian, Jia. "Microteaching Reforming Based on Professional Teaching Method." In 6th International Conference on Social Network, Communication and Education (SNCE 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/snce-16.2016.9.

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YULIANI, Sri. "qAlternativeq Assessment: Performance Tests in Microteaching Class." In Fifth International Seminar on English Language and Teaching (ISELT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iselt-17.2017.27.

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Nugraheni, Febriani Sarwendah Asri. "Learning difficulties in microteaching class: A case study." In THE 2ND INTERNATIONAL CONFERENCE ON SCIENCE, MATHEMATICS, ENVIRONMENT, AND EDUCATION. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5139803.

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Sukarno, A. A. Musyafa, and Boby Syefrinando. "Virtual-Microteaching on Search-Analyzing-Practicing-Reflection (SAPR)." In 5th Asian Education Symposium 2020 (AES 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210715.080.

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Reports on the topic "Microteaching"

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Chai, Weili, and Geok Soh Kim. The effect of microteaching on the teaching skills of students in the university： A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2023. http://dx.doi.org/10.37766/inplasy2023.7.0070.

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