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Dissertations / Theses on the topic 'Microteaching'
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1
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.
2
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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3
Sahinkayasi, Hamide. "Contributions And Challenges Of Cognitive Tools And Microteaching For Preservice Teachers'." 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&rsquoself-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.
4
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.
5
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.
6
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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7
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).
8
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.
9
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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10
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.
11
Sanal, Erginel Senem. "Developing Reflective Teachers: A Study On Perception And Improvement Of Reflection In Pre-service Teacher Education." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607298/index.pdf.
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This study is a detailed examination of reflection in pre-service teacher education. It focuses on the process of the promotion of reflective teacher education. Within this process, it considers pre-service teachers'perceptions on becoming reflective and their focus of attention throughout their practicum. In relation to these, it analyzes pre-service teachers'
improvement in reflection by focusing on various methods of promotion for reflectivity.
12
Yildiz, Ismail. "Effects Of Scaffolding Strategies Embedded Within Web-based Peer Evaluation System On Pre-service Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614181/index.pdf.
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The educational community is increasingly concerned about the limitations of traditional teacher education programs to support teachers&rsquoprofessional development. Beside the theoretical knowledge, the importance of the experience cannot be debated. The main problem of the teacher education institutions is that they fail to close the gap between the theoretical principles taught in the faculties of education and the experiences of teachers in the classrooms. Microteaching is the most popular method to prepare the PSTs for real-world teaching profession. However, literature showed that there are some barriers that PSTs face during the microteaching process, including limited and unreflective peer-feedback (Huang, 2001). In order to facilitate PSTs&rsquo
peer-interaction and reflective thinking during their microteaching process, a web-based video analysis environment was designed. In addition, in teacher education observation has a critical place. The purpose of this study is to examine the effects of question prompts embedded within this environment on PSTs&rsquo
reflective thinking and self-efficacy levels. For this purpose, a true experimental study was designed and applied. 55 pre-service teachers were enrolled in this study. First finding of this study is that the use of question prompts embedded in a web-based video analysis system have a positive significant effect on pre-service teachers'
reflective thinking level. Second finding of this study is that the use of question prompts embedded in a web-based video analysis system did not have a significant effect on pre-service teachers'
self-efficacy. However, there was a significant linear trend indication for all types of self-efficacy factors for both control and experimental group over the time. For both groups this linear trend showed that self-efficacy scores of instructional strategies, classroom management, and student engagement developed over the time.
13
Ure, Abigail Christine. "The Effect of Raters and Rating Conditions on the Reliability of the Missionary Teaching Assessment." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2456.
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This study investigated how 2 different rating conditions, the controlled rating condition (CRC) and the uncontrolled rating condition (URC), effected rater behavior and the reliability of a performance assessment (PA) known as the Missionary Teaching Assessment (MTA). The CRC gives raters the capability to manipulate (pause, rewind, fast-forward) video recordings of an examinee's performance as they rate while the URC does not give them this capability (i.e., the rater must watch the recording straight through without making any manipulations). Few studies have compared the effect of these two rating conditions on ratings. Ryan et al. (1995) analyzed the impact of the CRC and URC on the accuracy of ratings, but few, if any, have analyzed its impact on reliability. The Missionary Teaching Assessment is a performance assessment used to assess the teaching abilities of missionaries for the Church of Jesus Christ of Latter-day Saints at the Missionary Training Center. In this study, 32 missionaries taught a 10-minute lesson that was recorded and later rated by trained raters based on a rubric containing 5 criteria. Each teaching sample was rated by 4 of 6 raters. Two of the 4 ratings were rated using the CRC and 2 using the URC. Camtasia Studio (2010), a screen capture software, was used to record when raters used any type of manipulation. The recordings were used to analyze if raters manipulated the recordings and if so, when and how frequently. Raters also performed think-alouds following a random sample of the ratings that were performed using the CRC. These data revealed that when raters had access to the CRC they took advantage of it the majority of the time, but they differed in how frequently they manipulated the recordings. The CRC did not add an exorbitant amount of time to the rating process. The reliability of the ratings was analyzed using both generalizability theory (G theory) and many-facets Rasch measurement (MFRM). Results indicated that, in general, the reliability of the ratings obtained from the 2 rating conditions were not statistically significantly different from each other. The implications of these findings are addressed.
14
PASQUARIELLO, MARIO. "APPRENDIMENTO LINGUISTICO INTEGRATO E VIDEO-EDUCAZIONE: LE NUOVE FRONTIERE DELL'INSEGNAMENTO CLIL. IL PROGETTO CLIL-MUVI." Doctoral thesis, Università Cattolica del Sacro Cuore, 2017. http://hdl.handle.net/10280/40428.
Full textAbstract:
La ricerca mette a fuoco le attività formative messe in atto in Italia per dotare con urgenza le scuole secondarie di secondo grado italiane di docenti competenti in ambito CLIL e intende dimostrare l’impatto che questa metodologia ha sulla formazione e lo sviluppo professionale.
Dal 2014 il CLIL è obbligatorio nelle classi terminali dei licei e degli istituti tecnici. Ciò ha generato una forte domanda di formazione da parte di istituzioni e docenti chiamati a insegnare discipline in lingua straniera.
Questo lavoro esplora la possibilità di sfruttare la video-formazione per fronteggiare le preoccupazioni di quei docenti che, senza essere formati alla glottodidattica, sono chiamati ad integrare obiettivi linguistici al curriculum disciplinare.
Il nostro lavoro parte dall’esame di un corpus di video-lezioni da noi raccolte ai fini di una ricerca-azione commissionata dal MIUR volta ad indagare il grado di innovazione implicata dal CLIL, per poi giungere a dimostrare l’importanza dell’auto-osservazione e dell’auto-riflessione sulla prassi didattica, fino a proporre l’introduzione dell’esercizio di microteaching nella formazione dei docenti CLIL.
Una ricca riflessione sull’organizzazione concettuale della propria disciplina e sulla sua trasposizione didattica conduce i docenti a un interessate lavoro sulla mediazione della conoscenza che sviluppa le loro competenze professionali.Focusing on teaching and training activities implemented in Italy to provide secondary schools with teachers able to teach in the CLIL context, our research aims at demonstrating the impact of this methodology in teacher training and professional development. Since 2014 this methodology has become compulsory for the Italian secondary terminal classes (except vocational high schools). A strong demand for training prompted from institutions and teachers, urgently required to teach disciplines in a foreign language. The MIUR has therefore set up university courses aimed at integrating languages and disciplines. Here we explore the possibility of exploiting video-training to face Italian teachers’ concerns, who are asked, without being trained in language teaching, to integrate linguistic objectives into their curriculum. We examine a corpus of video-lessons collected for a research set on behalf of the Italian Ministry of Education to investigate at what extent CLIL brought an innovation into the Italian Education. Once highlighted the importance of (self)observation and (self)reflection upon classroom practices, we propose the introduction of micro-teaching practice in CLIL teacher training. A fruitful reflection on the conceptual organization and the didactic transposition of their discipline leads teachers work on the linguistic mediation of knowledge which improves their professional skills.
15
PASQUARIELLO, MARIO. "APPRENDIMENTO LINGUISTICO INTEGRATO E VIDEO-EDUCAZIONE: LE NUOVE FRONTIERE DELL'INSEGNAMENTO CLIL. IL PROGETTO CLIL-MUVI." Doctoral thesis, Università Cattolica del Sacro Cuore, 2017. http://hdl.handle.net/10280/40428.
Full textAbstract:
La ricerca mette a fuoco le attività formative messe in atto in Italia per dotare con urgenza le scuole secondarie di secondo grado italiane di docenti competenti in ambito CLIL e intende dimostrare l’impatto che questa metodologia ha sulla formazione e lo sviluppo professionale.
Dal 2014 il CLIL è obbligatorio nelle classi terminali dei licei e degli istituti tecnici. Ciò ha generato una forte domanda di formazione da parte di istituzioni e docenti chiamati a insegnare discipline in lingua straniera.
Questo lavoro esplora la possibilità di sfruttare la video-formazione per fronteggiare le preoccupazioni di quei docenti che, senza essere formati alla glottodidattica, sono chiamati ad integrare obiettivi linguistici al curriculum disciplinare.
Il nostro lavoro parte dall’esame di un corpus di video-lezioni da noi raccolte ai fini di una ricerca-azione commissionata dal MIUR volta ad indagare il grado di innovazione implicata dal CLIL, per poi giungere a dimostrare l’importanza dell’auto-osservazione e dell’auto-riflessione sulla prassi didattica, fino a proporre l’introduzione dell’esercizio di microteaching nella formazione dei docenti CLIL.
Una ricca riflessione sull’organizzazione concettuale della propria disciplina e sulla sua trasposizione didattica conduce i docenti a un interessate lavoro sulla mediazione della conoscenza che sviluppa le loro competenze professionali.Focusing on teaching and training activities implemented in Italy to provide secondary schools with teachers able to teach in the CLIL context, our research aims at demonstrating the impact of this methodology in teacher training and professional development. Since 2014 this methodology has become compulsory for the Italian secondary terminal classes (except vocational high schools). A strong demand for training prompted from institutions and teachers, urgently required to teach disciplines in a foreign language. The MIUR has therefore set up university courses aimed at integrating languages and disciplines. Here we explore the possibility of exploiting video-training to face Italian teachers’ concerns, who are asked, without being trained in language teaching, to integrate linguistic objectives into their curriculum. We examine a corpus of video-lessons collected for a research set on behalf of the Italian Ministry of Education to investigate at what extent CLIL brought an innovation into the Italian Education. Once highlighted the importance of (self)observation and (self)reflection upon classroom practices, we propose the introduction of micro-teaching practice in CLIL teacher training. A fruitful reflection on the conceptual organization and the didactic transposition of their discipline leads teachers work on the linguistic mediation of knowledge which improves their professional skills.
16
Whang, Lye-Juan, and 黃麗娟. "Preservice Chemistry Teachers'' Pedagogical Content Knowledge in Microteaching Context." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/91125616998889668950.
Full textAbstract:
碩士國立彰化師範大學
科學教育研究所
83
This study aims to investigate pedagogical content knowledge(P. C. K.) of three preservice chemistry teachers,their representations of P.C.K.,and the change through microteaching. The study was con- ducted in the practicum course during the period of a semester. The content of practicum course included classroom teaching ob- servations and microteaching.During microteaching experience,sub- jects had to discuss their teaching with peer coach and class- mates,they also need to self-reflect their own teaching.Based on these experience,the study wanted to explore three preservice teachers'' P.C.K.. Qualitative method was used to collect and ana- lyze data.The sources of data included assignments of three pre- service teachers,interview transcripts,videotapes of microteach- ing performance and fieldnotes.In the process of data analysis, the research team constructed coding system.Analytic induction and contrast comparison method were applied in analyzing data.The results indicated that the P.C.K.of three preservice chemistry teachers contained three factors:subject matter knowledge(SMK), general pedagogical knowledge and knowledge about students. Three cases'' SMK was based on physical science textbooks of junior high school.The teaching strategies of three cases tended to lecture and were focused on making examples.In the domain of knowledge about students,the three preservice chemistry teachers were self- centered,and did not actually understand their students.Therefore ,due to their lack of correct notions about students,they espe- cially lacked confidence in classroom management.In sum,the P.C. K.of preservice chemistry teachers was in an unstable situation. Furthermore,insufficiency of their SMK would influence their tea- ching representations.The experience of teaching practice may promote teachers''cognition and their understanding of students,as well as the blending of preservice teachers'' P.C.K..
17
FENG, SONG-LIN, and 馮松林. "reservice chemistry teachers'' thoughts and decisions in microteaching context." Thesis, 1993. http://ndltd.ncl.edu.tw/handle/30521587608559199516.
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18
Debeila, James Ranaga. "Developing teacher competence through the "dynamic model" of microteaching." Thesis, 2014. http://hdl.handle.net/10210/12814.
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19
Hsu, Chih-lun, and 許誌倫. "On the Design and Developement of Future Classroom for Microteaching." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/41426657198735278632.
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碩士國立中正大學
資訊工程所
96
The purpose of this thesis is to explore the possibility for applying microteaching in the future classroom with video technology. Microteaching, as an important method to train pre-service teachers, has been acclaimed the most useful process to promote teaching performance. In order to realize the concept, some education institutions establish classrooms to provide opportunity which teachers can participate in microteaching program. Digital video recorder, video surveillance equipment and technology of video effect are necessary in the classroom for enhancing what they have learned and improving their practices. The Digital Media Switcher (DMS) system is proposed in this thesis to implement the mechanism of video processing for establishing future classroom. The DMS system can accomplish sophisticated functions such as achieving the flexibility of use, capturing each stream from different devices, and changing scene modes immediately. Moreover, textual annotation is employed to emphasize the situation. The system not only diminishes the cost of equipments, it also enhances the performance of learning effect. Thus, the theoretical knowledge of microteaching concept can be applied to practice by the multimodal-based equipment.
20
Tsai, Chun-I., and 蔡駿奕. "The Effects of Using Web-based Peer Assessment in Microteaching." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/08145996097111296096.
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碩士國立臺灣師範大學
資訊教育學系在職進修碩士班
99
The purpose of this study was to design a structured microteaching module on Moodle to examine the effects of validity and results of peer assessment, teaching performance and comment quality by using different web-based peer assessment methods in microteaching activities. Furthermore, questionnaires were used to understand the effects of its implementation which also can do as references for future improvements. A posttest-only control group experimental design was used in this study. The subjects were 29 fourth grade undergraduates in Taipei City. They were randomly assigned to experimental group "collaborative assessment group (CAG)" and control group "individual assessment group (IAG)". All of participants were asked to upload their trial and formal teaching videos to Moodle, and then scored peers’ performance and comment according their group. After the experiment, descriptive statistics, Pearson's product-moment correlation, t-test, and chi-square test were used to analyze the datum. Results of this study were concluded as following: 1.Both groups’ rating results had validity. 2.In formal teaching period, CAG get significantly higher scores than IAG, but the supervisors' rating results released that there was no significant difference. 3.CAG had better comment quality than IAG, while both groups focused on presentation factor. 4.Most of participants recognized the function of this system and agreed it’s helpful to improving teaching. They were also willing to recommend it to juniors.
21
Kendall, George. "A comparative study of the use of microteaching and an analysis of factors which affect its use in one year postgraduate teacher training courses." Thesis, 1985. http://hdl.handle.net/10413/3917.
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This thesis is concerned with a study of the use of
microteaching in the one year postgraduate teacher training
course. It consists of two national surveys using two types
of questionnaire, an Organisation and an Attitude
Questionnaire. Education tutors and Subject Method tutors in
United Kingdom universities, polytechnics and colleges
offering one year postgraduate courses were requested to
complete questionnaires about their use of microteaching and
about their attitudes towards it. Visits were arranged to
meet the staff involved and to see the type of facilities
available. A similar survey was conducted in Departments of
Education in South African universities.
A comparative study of the use of microteaching in one
year postgraduate teacher training courses was carried out on
the data that was accumulated from the two surveys. Some
interesting points of comparison can be made both on the
types of microteaching organisation that have evolved in the
two very different education systems and on the different
attitudes of staff towards the use of microteaching.
Based on the United Kingdom data, an in-depth study of
the factors affecting the use of microteaching, was carried
out. This study was related to the changes in teacher
training in the United Kingdom during the seventies,
following the publication of the James report, leading to a
more professional approach to teacher training and the
evolution of school-based training courses.
Significant differences in the responses to the
Organisation and Attitude Questionnaires from the different
types of institution were examined using Chi-square. The
Attitude data was examined for various groups of teacher
training staff, who differed in their approaches to the
organisation of microteaching because of, for instance, the
different facilities available, the length of time available,
the size of the student group or the logistics of the
microteaching programme, by the use of Chi-square and
significant differences in the responses of the different
groups were reported.
The results from the surveys were analysed and related to
the research findings as published in the literature to see
how the practitioners of teacher education differ in their
views and approaches to microteaching from those responsible
for the research into microteaching.
Factor analysis of the responses to the Attitude
Questionnaire from the different types of training
institution, i.e. United Kingdom universities, polytechnics
and colleges and South African universities, was carried out
to examine the significant underlying factors which
influenced the responses.
The findings of the study identify economic,
organisational and philosophical factors which affect the way
microteaching is used. These factors and the recent
developments in postgraduate teacher training courses in the
United Kingdom are examined for their possible implications
for postgraduate teacher training in South Africa.Thesis (Ph.D.) - University of Natal, 1985.
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Hsu, Chih-I., and 許志逸. "Influence of microteaching and classroom observation on preservice physics teachers'' conceptions of teaching." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/46573494621366850265.
Full textAbstract:
碩士國立彰化師範大學
科學教育研究所
88
This study is to investigate the influence of preservice physics teachers’ conceptions of teaching on the instructional design and practice, as well as the influence of microteaching and classroom observation on the preservice physics teachers’ conceptions of teaching. The subjects of this study are three preservice physics teachers, two males and one female, who were completing undergraduate degrees in National Chang-hua University. The main data resource was the interviews that carried out before and after microteaching, and after classroom observing. The other data collection included the instructional planning, work sheets, and personal journals in the microteaching course. As far as the procedure of data analysis is concerned the triangulation was adopted to establish the validity and result of the research. The results of the research show that the teaching conceptions of three preservice teachers are not the same to each other. Two of three preservice teachers are lack of the knowledge and experience about the cognition of student learning, but the other one could think about the instructional design and help students to learn through the viewpoints of students’ learning cognition. In the light of data analysis, the different teaching conceptions among the three preservice physics teachers result from the different amount of teaching experience that the preservice teachers had owned originally. In addition, the study finds that the preservice teachers’ teaching conceptions affect the design and planning of instruction activities indeed, and also affect the behavior and action of the preservice teachers in the teaching practice. As to the activities of microteaching and classroom observation, these activities make different influence on the three preservice teachers. The activities of microteaching make the preservice teachers who have less teaching experience progress in the behavior of instruction, but the influence of microteaching on the preservice teacher who has more teaching experience is not profound. The activities of classroom observation can help the preservice teachers realize the real and complex aspects of instruction and classroom indeed, and change the ideal conceptions of teaching that the preservice teachers had owned originally. As a whole, the amount of teaching experience that the preservice teachers had owned originally will affect the degree of the preservice teachers’ thinking about instructional design, and the microteaching and classroom observation have important influence on the progress of preservice teachers’ teaching. Because the preservice teachers who have less teaching experience focus more on the skill and representation of teaching, they have obvious progress and realization in the teaching behavior during the activities of microteaching and classroom observation. Therefore, the future programs of teacher education should attach the importance to the teaching experience that the preservice teachers had owned originally, and provide the assistance to promote the teaching competency of preservice teachers. Above all, this study suggests that the programs of teacher education should provide the preservice teachers with the opportunities of field teaching, and sharing experience with the professional teachers.
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Ho, Pi-Fang, and 何碧芳. "The Application of Microteaching to the Training Course for Chinese Dance Novice Teachers." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/56507184759027709862.
Full textAbstract:
碩士臺北市立大學
舞蹈學系
104
The study aims to integrate the method of microteaching into the training couse for chinese dance novice teachers by implementing the method on teachers in the art class operate by the researcher and utilizing the self-edited elementary school chinese dance teaching material. The study adopted the qualitative action research, collecting the data including suggestions from experts, teaching feedback, peer observation, and self-review to conduct analysis, exploring the feasibility of applying microteaching in the training course for chinese dance teachers. The results of the research are as follows: (1) applying microteaching to the training course for chinese dance novice teachers can improve the teachers skills and knowledge on dancing and enhance the transformation of the emotion; (2) on the progress of the study, the researcher experience a self-growth and realize the essence of the research. Keywords: Microteaching, Art class, Chinese dance, Training course.
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Su-Huei, Hsu, and 許淑蕙. "A Study of the Perception Bias in Science Microteaching on Elementary School In-service Training Teachers." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/94208104373064924649.
Full textAbstract:
碩士國立臺北教育大學
自然科學教育學系碩士班
97
Abstract In microteaching, a teacher needs to refine his/her teaching skills through peer observation, feedback and self reflections. However, although people are used to see their own strengths, they tend to see others’ weaknesses instead. This research aims to study whether such pattern of human perception of self and others exists in microteaching. This study explored this issue from three aspects: 1) the Pedagogical Content Knowledge (PCK) ability of in-service natural science teachers in elementary schools; 2) The perception bias exist in microteaching observations conducted by natural science teachers in elementary schools; 3) the correlations between PCK and perception bias of natural science teachers in elementary schools. This study adopted quantitative method. Subjects were 51 in-service natural science teachers from elementary schools, who were taking classes for master degree in the graduate school of some national university of education. The 51 subjects contain 23 male and 28 female. Heterogeneous ability grouping was adopted based on scores obtained from PCK questionnaire. There were total 6 groups when doing learning activities, but at the time when microteaching was conducted, 6 groups were merged into 3 groups. The measurements administered in this study were Questionnaire of Science PCK and Microteaching Observation Checklist. Both tools have expert validity respectively. The quantitative data were processed using independent-samples t test, single factor covariance analysis and chi-square test. The major findings of this study were: 1) The mean score of Questionnaire of Science PCK ability was 4.06. The score was above the middle degree. Natural science teachers in different background in science and different seniority resulted in significant differences in PCK scores. Sex did not cause a significant difference. 2) Due to differences in science background, PCK ability, teaching years and teaching roles, on-job elementary school teachers displayed significant differences in perception bias in perceiving experiential inquiry teaching (EIT). However, sex did not cause a significant difference. Keywords: PCK、experiential inquiry teaching、Microteaching、Scaffolding、Perception bias
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"An andragogic-pedagogic reflection on the implementation of microteaching at black tertiary institutions in South Africa." Thesis, 2014. http://hdl.handle.net/10210/12858.
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Arora, Gurditta Ram. "A comparative study of microteaching based additive and summativestrategies of skill integration in the teaching of accountancy." Thesis, 1991. http://hdl.handle.net/2009/1177.
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Gonzalez, Margarita. "Developing critical thinking skills through microteaching for Spanish-speaking students with learning disabilities in a western Massachusetts urban school district." 1993. https://scholarworks.umass.edu/dissertations/AAI9316654.
Full textAbstract:
This study examines the impact of microteaching techniques toward the development of the thinking process from simple to complex skills. The study was conducted with twenty-three Spanish-speaking students in the Springfield (Massachusetts) Public Schools who were enrolled in the Special Education Program for children with specific learning disabilities. The students attended Van Sickle Middle School and Chestnut Middle School. Two groups were utilized in this study: Group A received treatments with microteaching techniques, while Group B did not receive any treatments with microteaching. Both groups were submitted to pre/posttests. Group A's teacher was trained with microteaching techniques, while Group B's teacher was not. Group A was subjected to three pre/posttests for the purpose of manipulation of a variety of treatments. Group B was submitted to a pretest/posttest. This was the test used to compare the results of both groups at the end of the study. This exploratory study did not deal with hypothesis testing. It set the basis for the formulation of hypothesis to be tested in future research endeavors. The instruments used in this study were in Spanish and consisted of three pretests/posttests used to evaluate simple and complex thinking skills. The pretests/posttests consisted of short readings in order to: determine the order of details using pictures; identify issues related to the main character in the study; express ideas that were not explicit in the stories; and find the central idea, order of successes, imply ideas, imply cause-and-effect, and main idea. The following microteaching techniques were used in the development of simple and complex thinking skills by the teacher that worked with Group A: diagnostic, introduction to learning, multiple reference markers, the art of formulating questions, and contra-interrogatory. The teacher who worked with Group B did not use the microteaching technique. Results indicated that Group A, after having used microteaching techniques in the posttests ("The Greedy Bear" and "The Wave That Wanted to Travel"), obtained 69 percent control in the following skills: order of successes, details, personal characteristics, imply ideas, imply cause-and-effect, and main idea. According to the results, after having utilized the test "The Wave That Wanted to Travel", it was found that the students from Group B were not able to master the simple and complex thinking skills. With Group B, the microteaching technique was not used. Based on the results mentioned, recommendations were formulated for administrators and teachers, as well as for future work and research in the field of Special Education with Spanish-speaking students.
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Lin, Lan-Fen, and 林蘭芬. "The Praxis of Pre-service Chinese Language Teachers in the Microteaching Session: A Case Study of the Teacher Training Program." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/99081744224449494150.
Full textAbstract:
碩士淡江大學
教育科技學系碩士班
95
A Chinese language fever has been fast spreading worldwide, and the need for Chinese teachers has doubled in amount. As academic educational circles pay extensive attention to Teaching Chinese as a Second Language (TCSL), it is extremely important to understand what a good Chinese teacher is, and how to train a professional Chinese teacher. The purpose of this research is to observe Chinese teachers’ cognitive, affective, and skill performance in microteaching sessions, and describe how they are trained to become a good and professional Chinese teacher. Three pre-service Chinese teachers participated in this study. The result showed that the teachers molded their instructional styles and effectiveness during the process of microteaching, and can successfully present various knowledge types, show their teaching beliefs, and use several teaching skills after training. The research concluded with four suggestions. First, the quality of Chinese teachers involves six aspects where they can work to reach high effectiveness of teaching. Second, starting with observing and imitating others, the teachers should be able to apply theories of TCSL and implement in their classrooms so to reach self-innovation in the end. Third, Chinese teacher training should design courses to help pre-service teachers to combine theories and practice. Last, microteaching can be helpful to train Chinese language teachers to improve teaching skills.
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Rhodes, Basil Godfrey. "Discovery learning in the training of teachers : a situation analysis." Thesis, 2014. http://hdl.handle.net/10210/11384.
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Van, der Merwe Frederik Johannes. "Mikrovlakkurrikulering as onderwyskundige vaardigheid." Thesis, 2014. http://hdl.handle.net/10210/10114.
Full textAbstract:
M.Ed.This dissertation took as point of departure the problem definition of the report of the HSRC Working Committee on Curriculation and a great deal of attention was given to the curriculating role of the teacher at micro (classroom) level. The researcher tried to determine from available literature on this subject, what the viewpoint of other researchers were on the teacher's curriculating task at micro level. Almost without exception researchers were convinced that the teacher should play an important part as far as curriculum design, implementation and development are concerned. The researcher came to the conclusion that a lot of the reseachers are of the opinion that the word "curriculating" or "to curriculate" is part and parcel only of the meso (departmental) level, but in actual fact this term can only be relevant at the micro level. It is only the teacher who can actually "curriculate". People involved in curriculum development at the meso level can be called curriculum designers. Both teachers and curriculum designers are making use of the principles related to curriculum design, but they apply it in different ways. The second chapter was dedicated to the participants at the micro level. The two parties that play an active role at micro level are the teacher and the pupil, but there are also other people who are involved in the politics of education at micro level. Special attention was given to the teacher's role as curriculating and curriculum development agent in this regard. A proposal which flows from this dissertation is that student teachers and acting teachers must in one way or another be educated/trained to handle curriculum development as an applied skill. A training model for student teachers is also proposed, which should enable them to handle any given curriculum in a skilful way. In chapter 4 the assumptions that were made in the beginning of the study were tested against data obtained by means of an empirical survey. The data which has been obtained, confirmed the point of view that teachers feel that they have no say in matters related to the curriculum; that they are not trained properly in the handling of curricula and because of this they can not act as professionals. If the authorities were willing to adopt the recommendations proferred in this study it should lead to a more professional approach to curriculating, teaching and learning.