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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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Suryani, Fitri Budi, and Rismiyanto Rismiyanto. "The effect of microteaching lesson study on the beliefs of EFL student teachers." EduLite: Journal of English Education, Literature and Culture 6, no. 1 (February 28, 2021): 1. http://dx.doi.org/10.30659/e.6.1.1-9.
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Microteaching lesson study, that is a variation of lesson study applied by student teachers in microteaching course, provides the environment for EFL student teachers to collaborate, engage, and reflect on their ideas, beliefs, and teaching experiences. Such condition is a fertile ground that enables the student teachers' beliefs of language learning to change. Recent studies show that some education programs have changed the beliefs of student teachers. However, no studies have discussed the changes of beliefs of English as a Foreign Language (EFL) student teachers experienced in microteaching lesson study. This present study aims to investigate the effect of microteaching lesson study on EFL student teachers� beliefs. The data were collected using a questionnaire on Beliefs About Language Learning Inventory (BALLI) adapted from Horwitz administered before and after microteaching lesson study. The participants were the EFL student teachers enrolling in a microteaching lesson study class at Universitas Muria Kudus. The study reveals that the beliefs of EFL student teachers did not change significantly after they experienced microteaching lesson study. Time seems to be one of the most influential factors in hindering the changes of beliefs of the EFL student teachers. Therefore, this study suggests that EFL student teachers be given more time to practise teaching in the microteaching course.
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Lolita, Yuri, Sumarniningsih S, Henny Dwi Iswati, and Nur Fauzia. "STUDENTS’ PERCEPTION OF RPP DESIGN AND USE OF LEARNING MEDIA THROUGH THE MICRO-TEACHING PRACTICE." KOMPETENSI 2, no. 01 (December 15, 2022): 1109–21. http://dx.doi.org/10.53682/kompetensi.v2i01.4739.
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The aims of this research are 1) The students’ the teaching practice in microteaching, 2)The students’ perception of the Lesson Plan design in microteaching practice, 3) Students’ perception of the use of learning media in microteaching practice. This method of this research was use descriptive qualitative. Subject of the Research is the location of this research was at English Department, Universitas Negeri Surabaya. The subject of the research was the students at Universitas Negeri Surabaya, English Department of seventh semester. The researcher observed one classes consists of 87 students. Based on the data obtained, the researcher concludes that most of the students gave positive perceptions of the microteaching practice in the teaching and learning process, there were many statements that microteaching got a lot of knowledge, including how to teach properly and correctly, and microteaching can to increase self-confidence and being more excited.
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Park, Eunjeong. "The Reflectivity of EFL Preservice Teachers in Microteaching Practice." International Journal of Learning, Teaching and Educational Research 21, no. 4 (April 30, 2022): 186–204. http://dx.doi.org/10.26803/ijlter.21.4.11.
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Microteaching as a teaching practice helps preservice teachers develop their teaching and restructure their pedagogical schemes through reflection and feedback, particularly in teacher education. In particular, critical reflection helps preservice teachers describe their instructional experiences and perceptions and analyze what they have learned from those experiences. The study aimed to investigate how English as a foreign language (EFL) preservice teachers implement and reflect on their teaching performance in microteaching activities. The participants were 22 Korean EFL preservice teachers at a college of education. Grounded in Amobi’s (2005) conceptual framework of microteaching reflectivity, the preservice teachers’ self-reflection on microteaching and peer feedback checklists were collected and analyzed. Content analysis was used for data analysis. The findings revealed that the participants’ teaching practice had a range of reflectivity patterns of describing, informing, conforming, and reconstructing. This study also found that the participants made progress through microteaching practice. The pedagogical implications of these results encompass the usefulness of microteaching in three groups of preservice teachers, teacher educators, and institutions.
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Apriana, Evi, and Samsul Bahri. "PROSES EVALUASI (ASSESSMENT) KEMAMPUAN MENGELOLA PEMBELAJARAN MIKRO (MICROTEACHING)." Jurnal Biology Education 10, no. 2 (May 13, 2022): 69–83. http://dx.doi.org/10.32672/jbe.v10i1.4236.
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Penelitian ini bertujuan untuk mengumpulkan informasi yang berkaitan dengan proses evaluasi (assessment) kemampuan mengelola pembelajaran mikro (microteaching) melalui kegiatan perkuliahan berupa latihan kemampuan mahasiswa dalam mengelola pembelajaran biologi. Penelitian ini menerapkan desain penelitian kualitatif (Qualitative Research). Proses analisis data terhadap kemampuan mahasiswa dalam mengelola pembelajaran biologi pada latihan mengajar mata kuliah pembelajaran mikro (microteaching) dilakukan pada saat perkuliahan sedang berlangsung. Dari analisis ini diperoleh hasil bahwa proses evaluasi (assessment) kemampuan mengelola pembelajaran mikro (microteaching) harus disesuaikan dengan pedoman observasi dan rubrik penilaian kemampuan mengelola pembelajaran mikro (microteaching). Pedoman observasi kemampuan mengelola pembelajaran mikro (microteaching) memperhatikan aspek dan indikator penilaian yaitu kemampuan membuka pelajaran, bertanya, mengadakan variasi, menjelaskan, mengelola kelas, memberi penguatan, membimbing diskusi kelompok kecil, mengelola pembelajaran kelompok kecil dan perorangan, penggunaan bahasa lisan, dan menutup pelajaran. Rubrik penilaian kemampuan mengelola pembelajaran mikro (microteaching) digunakan untuk menilai 10 (sepuluh) kemampuan mengelola pembelajaran dengan memperhatikan empat deskriptor yang tampak sehingga memperoleh nilai skor 0, 1, 2, 3, dan 4.
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Adhikari, Yam Nath. "Trainee Teachers' Perspectives on Microteaching." Journal of NELTA Gandaki 3, no. 1-2 (November 30, 2020): 108–18. http://dx.doi.org/10.3126/jong.v3i1-2.33156.
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Microteaching is one of the most recent innovations in teacher training programme. It is used as a professional developmental tool for pre-service or in-service teacher training courses. Microteaching seems a good technique to train trainee teachers, when he/she has to perform his/her teaching either in practice or real life. The objective of this research was to explore perspective of trainee teachers towards microteaching. The sample size of the study consisted of 40 trainee teachers of B.Ed. from Prithvi Narayan campus, Pokhara. The informants were selected purposively. By taking their consent, I visited the school and distributed the questionnaire, where the student-teachers were practising in practice teaching. A set of close-ended questionnaire was used as the data collection tool. The data were presented in percentage and analyzed and interpreted descriptively. The results reveal that microteaching plays a vital role to improve the trainee teachers’ pedagogical skills, competencies, build self-confidence, make positive attitudes towards teaching life by limited sources and within minimum available facilities, provide valuable teaching experiences, and make them aware of the benefits. Further, microteaching deals with the emerging challenges that will happen in the real teaching career of the trainee teachers. All the respondents put their positive perspectives on microteaching although microteaching is not seriously taken by the practitioners. This study implies that microteaching is necessary for trainee teachers to prepare themselves in a better way for upcoming teaching career.
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R, Poornima, Sujatha G.P, and Ashok L. "Microteaching: A Brief Insight." Indian Journal of Dental Education 10, no. 4 (2017): 222–25. http://dx.doi.org/10.21088/ijde.0974.6099.10417.5.
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Hasnawati and Aulia Evawani Nurdin. "PANDUAN PEMBELAJARAN MIKRO BAGI DOSEN DAN MAHASISWA." SEMINAR NASIONAL DIES NATALIS 62 1 (July 31, 2023): 596–602. http://dx.doi.org/10.59562/semnasdies.v1i1.1110.
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The aim of this research is to solve the problem of lecturers and students regarding the lack of microteaching guides at the Faculty of Art and Design, Makassar State University. Specifically, this research aims to develop a valid micro-learning guide for lecturers and students at the Faculty of Art and Design, Makassar State University. This type of research is research and development (R&D), is to develop microteaching learning guidelines. The development research model developed was adopted from the model developed by Thiagarajan, is to the Four-D model (Define, Design, Develop, and Disseminate). The Define stage is analyzing the needs of lecturers and students for microteaching learning. The analysis is carried out by observing and reviewing the needs of lecturers and students in microteaching learning, as well as reviewing literature related to microteaching. Design stage (design), after analyzing needs, the next step is to design a form of guide by making a storyboard, arranging the material included in the guidebook, creating learning scenarios, and creating assessment guides in microteaching learning. Develop stage (development), this stage is the stage of validating the micro learning guide that has been developed. and the Disseminate stage, the stage where the guidelines that have been developed are distributed to lecturers who teach microteaching courses and to students who program the courses. The number of validators involved in this research was two validators. Each one material expert and one media expert. Data collection techniques were carried out using observation, interviews, questionnaires and documentation techniques. Data analysis techniques were carried out using qualitative and quantitative descriptive analysis techniques. The research results show that the development of the microteaching guide went through four stages and was carried out in accordance with the research and development model developed by Thiagarajan, namely Define, Design, Develop and Disseminate. The microteaching guide for lecturers and students has been declared suitable for use in microteaching at the Faculty of Art and Design, Makassar State University.
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Rismiyanto, Rismiyanto, and Fitri Budi Suryani. "THE BEST MICROTEACHING PRACTICE PLATFORM: OFFLINE, ZOOM, OR WHATSAPP GROUP?" Prominent 4, no. 2 (August 1, 2021): 81–87. http://dx.doi.org/10.24176/pro.v4i2.6459.
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Teaching practice may be done in various platforms in this modern era. The platforms enable the interaction of students and student teachers in Microteaching practice to be implemented in offline face to face class as well as in online classes. They are optionally implemented; even the current worldwide pandemic situation forces the online platforms to be implemented in higher frequency. This research is aimed at finding the best Microteaching practice platform by comparing the student teachers’ Microteaching practice achievement as well as their perception in Microteaching Class by using offline, synchronous, and asynchronous platforms of learning during this pandemic at English Education Department Muria Kudus University. Through an expose-facto design this research shows that the best Microteaching practice platform uses Zoom Meeting. This refers to the comparison of the student teachers’ best Microteaching practice achievement scores and opinion of using offline, Zoom, and WhatsApp Group platforms; and the result of the student teachers’ opinion indicates that they basically prefer having offline teaching platform; and supporting that Zoom Meeting is as the best Microteaching practice platform, they have reasons: they felt more comfortable and confident; they felt more efficient; they felt not being directly observed; and they had bigger freedom in practicing teaching.
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Damanik, Mayarni Nerawati. "PERSEPSI MAHASISWA BIOLOGI UNIVERSITAS SIMALUNGUN TERHADAP MATA KULIAH MICROTEACHING PADA PELAKSANAAN PROGRAM PENGALAMAN LAPANGAN." Jurnal Metabio 2, no. 1 (April 30, 2020): 10–16. http://dx.doi.org/10.36985/jpbm.v8i1.225.
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Penelitian ini bertujuan untuk melihat persepsi mahasiswa Biologi Universitas Simalungun terhadap mata kuliah microteaching pada pelaksanaan program pengalaman lapangan. Populasi pada penelitian ini adalah mahasiswa program pendidikan biologi angkatan 2015 yang telah lulus mata kuliah microteaching dan telah melaksanakan program pengalaman lapangan yang berjumlah 40 mahasiswa. Seluruh populasi dijadikan sampel. Instrumen yang digunakan adalah angket yang terdiri dari 30 butir soal. Analisis data dilakukan dengan menggunakan rumus skor ideal, uji Korelasi Product Moment, hipotesis diuji dengan statistik (uji t) pada taraf signifikan α= 0,05 dan uji determinasi. Hasil penelitian ini menunjukkan nilai rat arata persepsi mahasiswa Biologi Universitas Simalungun terhadap mata kuliah microteaching sebesar 82,5. Dari uji korelasi diperoleh koefisien korelasi yaitu r : 0,77. Uji hipotesis dengan uji statistik ‘’t’’ diperoleh t hitung (7,43) > t tabel (2,021), maka Ho ditolak dan Ha diterima. Besarnya kontribusi persepsi mahasiswa terhadap mata kuliah microteaching pada pelaksanaan program pengalaman lapangan adalah 59,20%.Dari hasil penelitian ini disimpulkan bahwa ada hubungan persepsi mahasiswa Biologi Universitas Simalungun terhadap mata kuliah microteaching pada pelaksanaan program pengalaman lapangan, artinya mata kuliah microteaching dikategorikan sangat baik digunakan dalam melaksanakan program pengalaman lapangan dan ada korelasi yang signifikan mengenai persepsi mahasiswa terhadap mata kuliah microteaching pada pelaksanaan program pengalaman lapangan.
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Tantu, Year Rezeki Patricia, and Lizbeth Yulia Christi. "Analisis Pelaksanaan Microteaching Mahasiswa PGSD Pada Mata Kuliah PSAP Sains dan Teknologi." Jurnal Basicedu 4, no. 3 (June 2, 2020): 707–15. http://dx.doi.org/10.31004/basicedu.v4i3.424.
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Kegiatan microteaching dapat mempersiapkan mahasiswa calon guru untuk menguasai kompetensi pedagogik. Penelitian ini bertujuan untuk menganalisa pelaksanaan kegiatan microteaching Sains dari mahasiswa calon guru SD di Universitas Pelita Harapan. Hasil analisa diharapkan dapat menjadi evaluasi bagi dosen yang mempersiapkan mahasiswa menjadi guru Sains dan bagi mahasiswa calon guru untuk mengantisipasi kriteria-kriteria yang masih perlu ditingkatkan. Penelitian ini menggunakan metode deskriptif kuantitatif dengan instrumen rubrik penilaian microteaching dan lembar observasi dosen. Perhitungan kuantitatif dilakukan dengan menghitung persentase total perolehan skor dari setiap kriteria rubrik penilaian microteaching, kemudian dikonversi ke dalam data kualitatif melalui tabel persentase kriteria penilaian hasil belajar. Terdapat 7 kriteria yang dinilai berdasarkan rubrik penilaian microteaching, yaitu: pembukaan, metode mengajar, pemahaman konsep, media pembelajaran, manajemen kelas, keterampilan berbicara, dan penutup. Peneliti memperoleh hasil bahwa kegiatan microteaching yang dilaksanakan oleh mahasiswa Pendidikan Guru Sekolah Dasar angkatan 2016 sudah baik dengan persentase untuk kriteria pembukaan sebesar 62,82% (cukup baik), metode mengajar sebesar 82,69% (baik), pemahaman konsep sebesar 77,564% (baik), media pembelajaran sebesar 77,85% (baik), manajemen kelas 72,436% (baik), keterampilan berbicara 82,051% (baik), dan penutup 62,18% (cukup baik). Berdasarkan persentase dari setiap kriteria penilaian microteaching, dapat diketahui bahwa kriteria yang masih perlu ditingkatkan lagi adalah kemampuan membuka pelajaran, manajemen kelas, dan menutup pelajaran.
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Clemente H. Cobilla. "EXPOSURE OF PRE-SERVICE TEACHERS TO MICROTEACHING." Journal of Educational and Human Resource Development (JEHRD) 2 (December 10, 2014): 207–15. http://dx.doi.org/10.61569/ym97a444.
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The study aimed to determine the effects of microteaching method on the performance of science primary pre-service teachers. It used the experimental method of research. The random sampling was adopted in the process of applying microteaching and stratified random sampling for critiquing. The findings revealed that the performance level of the science principal pre-service teachers exposed to microteaching were excellent in terms of knowledge and mastery of subject matter, and art of questioning led to a positive result. Microteaching method was very effective in improving the science principal pre-service teachers’ teaching performance.
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Lestari, Ika Wahyuni. "DEVELOPING CRITICAL THINKING SKILLS THROUGH MICROTEACHING." ETERNAL (English, Teaching, Learning, and Research Journal) 5, no. 2 (December 31, 2019): 297. http://dx.doi.org/10.24252/eternal.v52.2019.a10.
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This study aimed to explore how microteaching improved the students’ critical thinking skills. The method used was qualitative research. The procedure of collecting the data was assigning 20-minute microteaching to nine groups of preservice teachers over nine weeks of teaching and learning process. In a group of two to three, they were asked to demonstrate their understanding on how to teach English to young learners based on a given topic. Peer feedback and teacher feedback were also given as a post-activity. Two preservice teachers were interviewed to explore their views on how the microteaching model influenced their critical thinking. The results showed that all stages of the microteaching model - the preparation and planning, the 20 minutes microteaching, peer feedback, and teacher feedback - enhanced their critical thinking skills.
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Rahayu, Dwi Shinta, and Eka Sulistyawati. "Preservice Mathematics Teachers’ Performance and Challenges on Video-Based Microteaching Amid Pandemic." Jurnal Cendekia : Jurnal Pendidikan Matematika 6, no. 2 (April 6, 2022): 1345–59. http://dx.doi.org/10.31004/cendekia.v6i2.1034.
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Microteaching adalah kegiatan belajar dan mengajar bagi calon guru untuk mengembangkan ketrampilan mengajar dan sebagai media latihan untuk berinteraksi dengan siswa. Microteaching memberikan pengalaman mengajar kelas dalam skala kecil sebelum mengajar kelas yang sesungguhnya. Namun, karena situasi pandemi COVID-19 saat ini, pelaksanaan microteaching bergeser dari mode tatap muka di laboratorium microteaching ke mode pembelajaran jarak jauh dari rumah. Penelitian ini bertujuan untuk mendeskripsikan kinerja, kesulitan, dan tantangan calon guru matematika dalam microteaching berbasis video. Penelitian ini merupakan penelitian deskriptif kualitatif dengan melibatkan 54 calon guru matematika di IAIN Kediri. Pengumpulan data melalui observasi, dokumentasi, dan wawancara yang dilakukan pada bulan Februari-April 2021. Berdasarkan hasil penelitian, 24,07% calon guru matematika menunjukkan kinerja dalam kategori sangat baik, 20,37% dalam kategori baik, 29,63% dalam kategori sedang, dan 25,93% dalam kategori kurang baik. Terindikasi bahwa kesulitan kinerja hampir ditemukan pada semua aspek observasi, namun paling banyak ditemukan pada aspek pemberian apersepsi dan motivasi, penerapan pendekatan saintifik, dan penutupan pembelajaran, dan. Lebih lanjut terungkap bahwa calon guru matematika mengalami 3 tantangan besar, yaitu pedagogis dan psikologis, infrastruktur, dan teknis dalam membuat rekaman video microteaching.
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Hedžić, Lara. "Fremdsprachenlehrerausbildung in Zeiten der Coronapandemie: Microteaching im digitalen Format." Neofilolog, no. 61/1 (September 21, 2023): 97–116. http://dx.doi.org/10.14746/n.2023.61.1.6.
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Microteaching as a specific method in foreign language teacher education in which theoretical knowledge is put into practice, offers prospective teachers systematic, small-step and practice-oriented training of teaching behaviour and teaching skills in the form of classical microteaching (practical exercises in small groups of students), or peer teaching (training in small groups of fellow students). Due to the pandemic-related switch to digital teaching formats in university foreign language teacher training, microteaching also had to be moved from the traditional classroom to the digital space and had to face completely new challenges. The paper aims to explore the method of microteaching from a theoretical and empirical perspective and to demonstrate its possibilities and limitations in the digital format, using the example of a microteaching course with students at the Faculty of Philosophy, University of Sarajevo, Bosnia and Herzegovina. Results of a survey among future teachers of German as a foreign language on the effectiveness of microteaching in the digital format in the times of the coronavirus pandemic will be presented.
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Zalavra, Eleni, and Katerina Makri. "Relocating Online a Technology-Enhanced Microteaching Practice in Teacher Education: Challenges and Implications." Electronic Journal of e-Learning 20, no. 3 (March 30, 2022): pp270–283. http://dx.doi.org/10.34190/ejel.20.3.2180.
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The rich repertoire of online practices adopted by educators during the Covid-19 pandemic opened up new perspectives for educational research to consider e-learning post-pandemic. Focusing on teacher education, it is worth considering the practices adopted to inform the development of future curricula that cultivate teaching competencies for e-learning. This paper examines microteaching, a well-established practice realised in teacher education as a learning-to-teach experience. As was the case with other teacher education practices, the forced online transition heavily compromised the vividness of microteaching -a technique inherently connected to face-to-face interaction-. On the other hand, this online relocation can be an opportunity to capitalise on online microteaching as a fulfilling e-learning experience in teacher education. The paper has two parts. In the first part, we conceptualise the potential of microteaching while applying Technology-Enhanced Learning (TEL). The second part reports our experience relocating online a mature technology-enhanced microteaching practice (successfully implemented in face-to-face settings for seven years) due to the Covid-19 pandemic. Our research design utilises two implementations of microteaching practice. One was conducted in a typical face-to-face context pre-pandemic, and another was conducted in an online context during a lockdown imposed by the pandemic. On a first level, collecting qualitative data from both contexts allowed us to observe common TEL-related challenges. On a second level, we focused on identifying challenges distinct at the online context to infer and highlight the implications of the online relocation. These implications relate to (i) the organisational changes, as experienced from the instructor’s perspective, (ii) the technologies adopted for applying TEL, and (iii) the challenges that pre-service teachers (PSTs) face in the online environment. Our findings extend the previous research scope on face-to-face microteaching practice. New challenges of relocating technology-enhanced microteaching online include technical difficulties in handling technologies and reduced participation in whole-class discussions. However, challenges that remain relatively unaffected concerning the typical face-to-face practice are (i) the PSTs immersion in the roleplaying character of microteaching, (ii) the misconceptions on the principles and methods of teaching techniques roleplayed, (iii) the adoption of digital tools for applying TEL, (iv) the selection of suitable digital tools, and (v) the burden of time limitation. In conclusion, we argue that these insights reveal an unexplored potential for technology-enhanced microteaching in an online context. We discuss how the implications of shifting microteaching practise online may model future microteaching implementations in teacher education post-pandemic. We support that online microteaching, apart from providing an alternative method when circumstances impose it, should be integrated within the typical teacher education curriculum to cultivate teaching competencies for e-learning.
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Dharmaa, Xavio Jun Nusantara, Agus Sapto Nugrohoa, Prayogo Hadi Sulistioa, and Nisa Roiyasa. "THE EFFECTIVENESS OF VIRTUAL MICROTEACHING CLASS IN COVID-19 PANDEMIC TIME." Linguistics and ELT Journal 10, no. 1 (July 11, 2022): 48. http://dx.doi.org/10.31764/leltj.v10i1.9307.
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As a spread prevention of Covid-19 virus, schools must implement their learning process through online from Elementary School up to University including Jenderal Soedirman University. In the Covid-19 pandemic, English Education Department of Jenderal Soedirman University has already implemented Microteaching subject online or using E-Learning with the lecturer. This research uses a statistical calculation and interview data from 21 out of 31 respondents because some students have converted Microteaching credit in exchange of participation in Kampus Merdeka Program. There are 5 variables that influence Virtual Microteaching Class effectiveness. They are Enthusiasm, Learning Media, Learning Material, Task, and Lecturers’ Performance. However, the Enthusiasm variable (P=0.046) and Learning Media (P=0.020) are significant for the effectiveness of virtual Microteaching class. At the same time, other variables such as Learning Material (P=0.213), Task (P=0.166), and Lecturers’ Performance (P=0.166) are not significant for virtual Microteaching class. The effectiveness score of Virtual Microteaching Class for 6th semester students, English Education Department of Jenderal Soedirman University is 71% which means effective. The usage of Google Classroom for Virtual Microteaching Class has some disadvantages such as lack of video meeting features that most of the students need, and late notification caused by internet signal problems. As solutions to solve the problems of using Google Classroom for Virtual Microteaching class, lecturers need to explore the features of Google Classroom, and they are encouraged to use a better platform with a built-in virtual meeting and discussion features that can save large data and be downloaded at any time.
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Santosh, A. Babu, and C. Gabbadon. "Dental education: Microteaching." British Dental Journal 223, no. 10 (November 2017): 744. http://dx.doi.org/10.1038/sj.bdj.2017.1004.
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Syaputra, Juni. "Kemampuan Microteaching Mahasiswa Pendidikan Bahasa Indonesia Setelah Melihat Youtube Microteaching." Jurnal Educatio FKIP UNMA 7, no. 3 (July 5, 2021): 632–38. http://dx.doi.org/10.31949/educatio.v7i3.1150.
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Penelitian ini dilakukan dengan tujuan untuk mengetahui kemampuan mahahasiswa pendidikan bahasa dan sastra Indonesia dalam melaksanakan praktek microteaching. Metode penelitian yang digunakan dalam penelitian ini adalah metode deskriptif. Sumber dan data dalam penelitian ini adalah kemapuan microyeaching mahasiswa pendikan bahasa dan sastra Indonesia dengan jumlah mahasiswa sebanyak 23 orang. Teknik pengumpulan data dalam penelitian ini dengan cara tes microteaching dan dokumentasi berupa video kegiatan microteaching. Hasil penelitian yang ditemukan dalam penelitian ini, setelah mahasiswa melihat youtube cara mengajar yang baik maka hasilnya ditemukan sebanyak 23 mahsiswa memiliki kemampuan membuka pelajaran, 20 mahasiswa memiliki kemampuan memberikan penguatan, 23 mahasiswa memiliki kemampuan mengola kelas, 23 mahasiswa memiliki kemampun bertanya, 23 mahasiswa memiliki kemampuan menutup pelajaran, 21 mahasiswa memiliki kemampuan membimbing diskusi, sementara kemapuan menjelaskan materi dan kemampuan melakukan variasi pelajaran hanya 15 orang dan 5 orang. Oleh karena itu diharapkan kepada mahasiswa yang akan mengikuti mata kuliah microteaching harus memperhatikan dua bagian tersebut agar siap menjadi caolon guru yang professional.
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Supiyanto, Yudi, Heny Sulistyaningrum, and Henny Sri Astuty. "DEVELOPMENT OF MICROTEACHING LEARNING MODEL BASED ON EXPERIENTIAL LEARNING THROUGH ROLE OF MODELS AND GROUPS." Vidya Karya 36, no. 1 (September 18, 2021): 25. http://dx.doi.org/10.20527/jvk.v36i1.10281.
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One learning model that prioritizes direct experience is experiential learning. Experiential learning orientates learning to direct experience. This follows the objectives of microteaching courses. The purposes of the study were: 1. Developing a microteaching learning model based on experiential learning through models and groups to improve qualified teaching skills/practical and effective, 2. Developing supporting the administration of microteaching learning model based on experiential learning through the role of models and groups to improve qualified teaching skills /practical, and effective. This research used a developmental study using Plomp model, which consisted of five stages. Furthermore, to assess the quality of microteaching learning models based on experiential learning, Nieveen criteria was used to fulfil the practicality and effectiveness. The study results were based on the practical aspects of management, lecturer and student activities on learning using microteaching learning models based on experiential learning through the role of models and groups with an overall average of 3.5 with very good indicators. It had very practical implementation. The result of the effectiveness data analysis from student learning outcomes, lecturer response questionnaire, and student response questionnaire to microteaching learning, had good average learning outcomes. The effectiveness data analysis from student learning outcomes, lecturer response questionnaire, and student response questionnaire to microteaching learning model based on experiential learning through the role of models and groups had good average learning outcomes.Keywords: Experiential Learning; Micro Teaching; Teaching Skills
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Ambarini, Ririn, Abdurrachman Faridi, Sukarno Sukarno, and Issy Yuliasri. "Tadaluring Microteaching Learning Model: A Practical and Applicable Key to Improve Teacher Students’ Qualified Teaching Achievements." International Journal of Research in Education and Science 9, no. 2 (June 6, 2023): 546–70. http://dx.doi.org/10.46328/ijres.3102.
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This article reports an analysis of teacher students' teaching achievement in designing lesson plans, improving teaching practice, and developing teacher competency. The research followed a mixed method research design, combining quantitative and qualitative data. It further employed a one-group pretest-posttest design in a quasi-experimental approach with the participants observed to obtain the needed data for further statistical analysis. The findings reveal that Tadaluring Microteaching Learning Model (TMLM), with its five-component microteaching cycle (e.g. syntax, social systems, principles of reactions, support systems, and effects of models) helps teacher students improve teaching achievement in Microteaching course by providing extra resources of experience to improve lesson plan design, teaching practice implementation, and teacher competence enhancement. This study also examines the experiences of both supervisors and teacher students in implementing the five components of the TMLM microteaching cycle. It reports that teacher students are able to design good lesson plans after participating in the TMLM microteaching cycle. It further shows the five components of the TMLM microteaching cycle aroused the teacher students’ positive attitude and motivation to create and improve teaching practice during peer teaching sessions while improving their personality and social competence at the same time. This study provides a better understanding that the use of TMLM's five components in the microteaching cycle can support teacher students' teaching performance effectively in the future.
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Jovita, Neysa, Dedy Suryadi, and Mardiani Mardiani. "Kontribusi Perkuliahan Microteaching terhadap Minat Profesi Mengajar Mahasiswa Program Studi Pendidikan Teknik Bangunan FPTK UPI." Jurnal Pendidikan Teknik Bangunan 3, no. 2 (November 30, 2023): 129–58. http://dx.doi.org/10.17509/jptb.v3i2.63740.
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Sebelum menjadi seorang guru, seseorang yang memiliki minat untuk menjadi guru harus memiliki keterampilan dasar mengajar. Salah satu cara untuk mempelajari keterampilan dasar mengajar di perguruan tinggi adalah dengan mengikuti kuliah microteaching di universitas. Tujuan dari penelitian ini adalah untuk menggambarkan mata kuliah microteaching yang ditawarkan sebagai bagian dari program studi Pendidikan Teknik Bangunan di FPTK UPI, untuk mengetahui minat mengajar di kalangan mahasiswa angkatan 2019 yang telah menyelesaikan mata kuliah microteaching, dan untuk mengetahui apakah mata kuliah microteaching memiliki pengaruh terhadap minat mahasiswa dalam profesi mengajar. Penelitian ini bersifat deskriptif dan menggunakan teknik kuantitatif. Pengumpulan data dilakukan melalui penggunaan kuesioner. Instrumen penelitian adalah kuesioner online. Teknik analisis data yang digunakan adalah uji kecenderungan, dan uji normalitas adalah uji analisis yang diperlukan. Dengan menggunakan uji t, uji korelasi Pearson Product Moment, dan koefisien determinasi, hipotesis dari penelitian ini diuji. Hasil penelitian menunjukkan bahwa mata kuliah microteaching yang diselenggarakan dalam program studi Pendidikan Teknik Bangunan FPTK UPI cenderung masuk ke dalam kategori "cukup baik", bahwa mahasiswa yang telah menyelesaikan mata kuliah microteaching cenderung memiliki tingkat minat yang "moderate" terhadap karier mengajar, dan bahwa kuliah microteaching berkontribusi pada kategori rendah minat untuk menjadi seorang guru. Sebagai saran, institusi atau perguruan tinggi sebaiknya memberikan kesempatan kepada mahasiswa program studi Pendidikan Teknik Bangunan untuk melakukan latihan mengajar di berbagai pengaturan kelas, seperti di dalam bengkel.
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Lubis, Armansyah, Hanafi ., and Rabiyatul Adawiyah Siregar. "EFEKTIVITAS SISTEM PENGELOLAAN MICROTEACHING DENGAN SIKLUS PENETAPAN, PELAKSANAAN, EVALUASI, PENGENDALIAN DAN PENINGKATAN (PPEPP) DALAM MENINGKATKAN KETERAMPILAN MENGAJAR CALON GURU INSTITUT PENDIDIKAN TAPANULI SELATAN." JURNAL EDUCATION AND DEVELOPMENT 7, no. 4 (October 31, 2019): 168. http://dx.doi.org/10.37081/ed.v7i4.1403.
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Penelitian ini bertujuan untuk mengetahui gambaran efektivitas Sistem Pengelolaan Microteaching Dengan Siklus Penetapan, Pelaksanaan, Evaluasi, Pengendalian dan Peningkatan (PPEPP) Dalam Meningkatkan Keterampilan Mengajar Calon Guru Institut Pendidikan Tapanuli Selatan. Metode penelitian yang digunakan adalah metode penelitian pengembangan. Populasi dalam penelitian ini adalah seluruh mahasiswa PPL NPM 2015 tahun ajaran 2018/2019, sedangkan yang menjadi sampel penelitian berjumlah 103 orang. Sistem pengelolaan microteaching memerlukan persiapan secara berkesinambungan dan sistematis. Adapun sistem pengelolaan yang akan dikembangkan mengadopsi konsep penjaminan mutu di Perguruan Tinggi dengan menggunakan siklus Penetapan, Pelaksanaan, Evaluasi, Pengendalian dan Peningkatan (PPEPP). Penggunaan siklus ini bertujuan membantu memonitoring dan mengevaluasi untuk meyakinkan apakah sistem pengelolaan microteaching yang dikembangkan telah efektif dalam meningkatkan keterampilan mengajar calon guru di Institut Pendidikan Tapanuli Selatan. Penggunaan siklus ini dapat digunakan untuk pembuatan keputusan selanjutnya dalam perencanaan dan pelaksanaan sistem pengelolaan microteaching di masa mendatang. Aktivitas tersebut terus menerus dilakukan, sehingga merupakan suatu proses peningkatan mutu microteaching secara berkelanjutan. Metode penelitian yang digunakan adalah penelitian pengembangan dengan model pengembangan ADDIE (analisis, desain, development, Implemantation, Evaluation). Hasil analisa data menunjukkan bahwa sistem pengelolaan Microteaching Dengan Siklus Penetapan, Pelaksanaan, Evaluasi, Pengendalian dan Peningkatan (PPEPP) efektif dalam Meningkatkan Keterampilan Mengajar Calon Guru Institut Pendidikan Tapanuli Selatan.
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Deasy Yunita Siregar, Larasati Dwi Wahyuni, Tanzila Bahar, and Raisa Rahmi Nst. "Persepsi Mahasiswa Bahasa Inggris Terhadap Microteaching Pada Mata Kuliah Magang Bagi Calon Pendidik." Fonologi : Jurnal Ilmuan Bahasa dan Sastra Inggris 1, no. 4 (December 24, 2023): 201–10. http://dx.doi.org/10.61132/fonologi.v1i4.188.
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This study discusses the perceptions of students in the Internship Course with a focus on the Microteaching experience in the context of English Language Education. The study aims to explore how Microteaching affects the preparation and skills of prospective English language educators, as well as its impact on students' understanding of practical theory and confidence. Through a descriptive qualitative method, data were collected from 15 English Language Education students who took the Internship Course with Microteaching activities through the use of a questionnaire. The results showed that the majority of students responded positively to the Microteaching experience, stating an increase in teaching skills (60.00%), understanding of practical theory (46.67%), and confidence (66.67%). Although some felt the need for improvement in theoretical understanding and levels of confidence, the overall results showed that Microteaching provides a clear perspective on the reality of teaching English in the field (80.00%). Thus, the Microteaching experience in the Internship Course provides a strong foundation for the development of teaching skills and understanding of practical theory, as well as increasing confidence for prospective English language educators, providing an important basis for the development of curriculum and educational programs in the future
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Bakır, Selda. "THE EFFECT OF MICROTEACHING ON THE TEACHING SKILLS OF PRE-SERVICE SCIENCE TEACHERS." Journal of Baltic Science Education 13, no. 6 (December 15, 2014): 789–801. http://dx.doi.org/10.33225/jbse/14.13.789.
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This study was carried out on 97 participants using a mixed research design, in order to determine the effect of microteaching on the teaching skills of pre-service science teachers and to ascertain the opinions of pre-service teachers about the positive and negative effects of microteaching. Analysis of the data revealed that microteaching has a significant effect on teaching skills, and this effect can be seen under the areas of carrying out an introduction lesson, classroom management, time management and planning, effective communication and concluding the lesson, as well as issues which can be described as being related to self-confidence. In the qualitative section of the study, analysis of the data obtained from written responses and individual interviews with pre-service teachers about the positive and the negative effects of microteaching support the quantitative findings. Key words: microteaching, pre-service science teachers, teaching skills.
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Nuryanto, Apri. "Evaluasi Microteaching Terintegrasi Media Sosial." Jurnal Dinamika Vokasional Teknik Mesin 5, no. 1 (March 31, 2020): 69–75. http://dx.doi.org/10.21831/dinamika.v5i1.30997.
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This study aims to evaluate the implementation of social media-integrated microteaching, viewing it from the effectiveness, efficiency and practicality aspects. This research is a quantitative descriptive study. The data collection methods used are using instruments that were distributed to students undertaking the social media-integrated microteaching course. The population in this study were 15 students as respondents. The evaluation results showed an effectiveness level of 91.15, the efficiency of 91.43, and practicality of 94.44.Penelitian ini bertujuan untuk mengetahui evaluasi pelaksanaan microteaching yang diintegrasikan dengan media sosial yang dilihat dari efektifitas, efisiensi dan kepraktisan microteaching yang diintegrasikan dengan media sosial. Penelitian ini termasuk penelitian kuantitatif. Metode yang digunakan dengan menggunakan instrument yang dibagikan kepada mahasiswa yang mengambil matakuliah microteaching yang diintegrasikan dengan media sosial. Responden ada sebanyak 15 mahasiswa. Hasil penelitian menunjukkan tingkat efektivitas sebesar 91,15 , efisiensi sebesar 91,43 dan kepraktisan sebesar 94,44.
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Kirsch, William, and Simone Sarmento. "FRAME ANALYSIS OF MICROTEACHING IN A COMMUNITY OF PRACTICE OF TEACHERS OF ENGLISH AS AN ADDITIONAL LANGUAGE IN SOUTHERN BRAZIL." BELT - Brazilian English Language Teaching Journal 12, no. 1 (May 28, 2021): e40296. http://dx.doi.org/10.15448/2178-3640.2021.1.40296.
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The purpose of this study is to discuss the discourse practice of microteaching in a teaching community consisting mainly of students pursuing the teacher certification in English as an Additional Language in southern Brazil. The study relies on qualitative methods of data generation and analysis as well as on the framework of interactional sociolinguistics. Results suggest microteaching is a highly complex practice, with a recurring pattern. Additionally, they suggest that students who are considered successful in a microteaching session are those who produce such pattern in their micro-classes. We conclude by suggesting that informing participants about the expectations regarding the structure of microteaching before they engage in it is desirable.
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Shekharappa, Kanavi Roopa, C. N. Tejaswi, Savita S. Patil, and B. M. Lakshmikanth. "Microteaching revisited! A tool for improving undergraduate student seminars." Indian Journal of Physiology and Pharmacology 64 (January 25, 2021): S70—S75. http://dx.doi.org/10.25259/ijpp_283_2020.
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Objectives: A deluge of techniques are made available for students to encourage for self-directed learning. Microteaching is one of the old techniques which is traditionally used as a method to improve pedagogical skills. Incorporating microteaching techniques in student seminars enhance the effectiveness of the learning process. The objectives of the study were to assess the effectiveness and perceptions regarding microteaching methodology in improving the undergraduate student seminars. Materials and Methods: The study was conducted among ten randomly selected 1st year MBBS students. They were assigned a seminar topic from pre-discussed lecture in Physiology. They were divided into two equal groups and one group underwent training in microteaching through a workshop. Each student from both the groups presented seminar which was evaluated on Likert’s scale by standardised blinded observers consisting of 13 faculty and 12 students. Perceptions of students were assessed by self-evaluation. The data were analysed by Chi-square and Mann–Whitney U-test. Results: Each student was evaluated by 25 members and got 125 responses from each group. The median score for all the components in the assessment was significantly higher in the intervention group as compared to the control group. The presentation skills, providing non-verbal clues and stating the objectives were significantly better among the microteaching trained group (P ≤ 0.05). Common perception among the intervention group was that they found it interesting, innovative, improved presentation skills, interactive and needed preparation for application and analysis, whereas some students felt lack of time and motivation were the obstacles for implementation of microteaching methodology for student seminars. Conclusion: The students found microteaching methodology to be very interesting and useful learning tool. Microteaching technique assists students to develop competence and confidence in seminar presentations.
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Padmadewi, Ni Nyoman, and Desak Made Sri Mardani. "The Perception of Japanese Language Education Students About Microteaching." JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 5, no. 2 (December 31, 2020): 69–81. http://dx.doi.org/10.17509/japanedu.v5i2.27493.
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Microteaching is one of the subject matters to prepare student teachers. Many publications confirm the function and importance of microteaching in improving the student teachers’ teaching skills. However, publication on the perception of Japanese Language Education students about microteaching is still limited, despite its importance in guiding the students for better improvement. This study aimed at analyzing the students’ perception on the implementation of microteaching at the Japanese Language Education in a university in Bali on 2018. This study used qualitative research, and the data collected by questionnaire and interview. The results of the analysis showed that holistically, the students have postive perception and microteaching is perceived as very useful to improve the student teachers’ teaching skills. The instrumens used are not only relevant to assess the progress and the achievement of the student teachers but also can function as guideline for students on what to do in improving the teaching skills.
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Fortinasari, Paulina Besty, Carolus Prima Ferri Karma, and Dwi Winarsih. "Teachers’ Competence Among the Student Teachers: An Analysis of Self-Reflective Feedback in Microteaching Class." Metathesis: Journal of English Language, Literature, and Teaching 7, no. 1 (August 31, 2023): 121–37. http://dx.doi.org/10.31002/metathesis.v7i1.386.
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No one denies that currently teaching becomes more challenging. One of the ways to produce competent and qualified English teacher is by conducting microteaching class. Microteaching class is one of the prerequisites courses before the student teachers take the real teaching practice done in senior or junior high schools. This paper focuses on the self-reflective feedback done by the student teachers in microteaching class and how the student teachers respond to the application of self-reflective feedback in Microteaching Class. The data gathered from online reflection form, online questionnaire and interview showed that self-reflective feedback is helpful for the student teachers in assessing and analyzing their teaching performances. The student teachers also gave positive responses on the use of self-reflective feedback in the Reflective Microteaching Class. In addition, the student teachers need guidance from the lecturer in doing self-reflective feedback and therefore, their understanding and competencies in teaching are more developed.
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Kwon, Na Young, Jukyung Park, Sheunghyun Yeo, and Jinho Kim. "Discussion on Microteaching in Korean Mathematics Education." Korean Society of Educational Studies in Mathematics - Journal of Educational Research in Mathematics 33, no. 4 (November 30, 2023): 1083–109. http://dx.doi.org/10.29275/jerm.2023.33.4.1083.
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This study conducted a literature review to scrutinize the landscape of microteaching-related research within the field of mathematics education in South Korea. The research data were collected by searching for keywords such as microteaching, teaching demonstrations, and simulated rehearsal on RISS until July 2023. The final research data consisted of 28 empirical studies, including only those published in academic journals. For data analysis, the study delved into the purposes of microteaching, the specific grade levels being targeted, and the diverse methodologies employed in microteaching. The findings illuminated that a predominant focus of the studies was on secondary preservice teachers, with microteaching being implemented primarily for the purpose of observing teaching behaviors. Qualitative research methodologies prevailed, with a notable prevalence of studies utilizing video recordings to encapsulate the intricacies of the teaching process. Furthermore, it was a customary practice to facilitate peer feedback sessions following the teaching sessions. Finally, a comprehensive discourse was engaged to elucidate the underlying rationales driving the observed trends in these findings.
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Lozgka, Evangelia Ch. "The Application of Microteaching in Teachers’ Education and Training." Journal of Advances in Education and Philosophy 8, no. 05 (May 3, 2024): 345–50. http://dx.doi.org/10.36348/jaep.2024.v08i05.002.
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Microteaching is an innovative educational method that began to be applied almost fifty years ago in teachers’ education and training, with its application subsequently expanding to other professional environments. This paper focuses on the study of the role and application of microteaching and attempts to demonstrate its value and importance mainly concerning candidate and serving teachers’ education and training. This article initially presents the definition, the object, the stages, and the scientific foundation of the method under discussion. Then, general information is provided for the application of microteaching both in Greece and internationally. Finally, the value of microteaching, its importance, and its contribution, especially in teacher education and training, are analyzed and discussed.
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Aimah, Siti, Dwi Rukmini, Mursid Saleh, and Dwi Anggani Linggar Bharati. "Microteaching Guided by an Expert Secondary English Teacher: The Effect on Pre-Service English Teachers’ Pedagogical Content Knowledge." Pedagogika 139, no. 3 (November 16, 2020): 111–35. http://dx.doi.org/10.15823/p.2020.139.6.
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This study aims to determine the effect of microteaching guided by an expert secondary English teacher on pre-service English teachers PCK, focusing on the changes before and after expert-guided microteaching. The equivalent time-series design involves a single-group, repeatedly assessed, with the treatment introduced between the measurements. Expert-guided microteaching significantly affects pre-service English teachers’ PCK and triggers them to know what to teach and how to teach for students.
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Bulut, Fatma. "BUILDING CONFIDENCE: THE INFLUENCE OF MICROTEACHING ON SPEAKING ANXIETIES AMONG PRE-SERVICE TURKISH LANGUAGE TEACHERS." Global Journal of Humanities and Social Sciences 03, no. 03 (March 2, 2024): 08–14. http://dx.doi.org/10.55640/gjhss-social-327.
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This study investigates the influence of microteaching on alleviating speaking anxieties among pre-service Turkish language teachers. Speaking anxiety is a common concern among language educators, affecting teaching effectiveness and overall classroom dynamics. Through a mixed-methods approach, data were collected from pre-service Turkish language teachers enrolled in teacher education programs. Quantitative measures, including pre- and post-microteaching surveys, were utilized to assess changes in speaking anxieties. Additionally, qualitative insights were gathered through interviews to explore participants' perceptions and experiences regarding microteaching and its impact on speaking anxieties. The findings highlight the significant role of microteaching in building confidence, improving speaking skills, and reducing anxieties among pre-service Turkish language teachers. Implications for teacher education programs and recommendations for future research are discussed.
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Hembram, Bhadab. "MICRO TEACHING: A WAY TO BUILD UP TEACHING SKILLS." SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES 9, no. 66 (March 25, 2021): 15401–13. http://dx.doi.org/10.21922/srjis.v9i66.6835.
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Microteaching, a teacher training technique currently practiced worldwide, provides teachers an opportunity to perk up their teaching skills by improving the various simple tasks called teaching skills. With the proven success among the novice and seniors, microteaching helps to promote real-time teaching experiences. The core skills of microteaching such as presentation and reinforcement skills help the novice teachers to learn the art of teaching at ease and to the maximum extent. The impact of this technique has been widely seen in various forms of education such as health sciences, engineering sciences, and other areas. With the emerging changes in the education sector and the academic ills in the country, the role of teachers envisages the need for this special training of teachers and monitoring of their skills for their continued efficient performance at any stage. This article aims to emphasize the need for using microteaching techniques more frequently and efficiently with maximum available facilities and the impact of microteaching on teachers' education. A systematic literature search of research articles and reviews was undertaken from various educational databases.
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Al Farhan, Miftah. "A need-based evaluation of microteaching program for high school students: Novice teachers’ viewpoint." International Social Sciences and Humanities 2, no. 1 (August 8, 2022): 125–33. http://dx.doi.org/10.32528/issh.v2i1.151.
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Teaching preparation with extensive knowledge and understanding of teaching-related constituents is required to create quality education. It thus underlies why microteaching is necessary for the prospective teachers. Modern Islamic boarding school, with its goal to create ideal future educators, conducted a microteaching program for high school students. This study aimed at evaluating the implementation of microteaching program for high school students in fulfilling their needs of acquiring eight basic skills of teaching. Fifteen novice teachers who had attended the microteaching program and have been teaching for one or two years were involved in the study. Questionnaire and interview were employed for data collection. The research results confirmed that the foregoing microteaching program had facilitated the improvement of eight teaching skills. Only two of eight skills, variation and explaining skills, which need further evaluation as they were found insufficient due to the lack of certain specific skills. Certain positive evaluations, on the other hand, were confirmed by the novice teachers as they found some improvements in terms of teaching method, lesson plan making, and material preparation.
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Sihite, Destri, Aswadi Jaya, and Asti Veto Mortini. "MICROTEACHING LESSON ON INCREASING THE STUDENT TEACHERS’ ABILITY IN TEACHING ENGLISH." Esteem Journal of English Education Study Programme 7, no. 1 (December 22, 2023): 132–43. http://dx.doi.org/10.31851/esteem.v7i1.12687.
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The goal of this study is to find out what student teachers think about the benefits of the Microteaching Lesson for Teaching Ability at PGRI Palembang University. The study's team of researchers used a qualitative descriptive strategy. There are 30 sixth-semester English education student teachers as the participants. Data collection techniques included observation, interview, questionnair, and documentation. In order to collect data, the researcher interviewed 30 student teachers to learn more about five different issues. She then gave a questionnaire containing 15 statements to 30 student teachers. The findings of the questionnaire showed that students believed that microteaching had a beneficial effect on their capacity to instruct. Based on the results of the interviews, the researcher also came to the conclusion that the narrative presentations of the students demonstrated how their perceptions of the microteaching course affected their teaching strategies. Students think that by taking part in microteaching, they will be able to improve their teaching abilities through lesson preparation, content explanation, time-management, and teaching self-confidence abilities.
Keywords: microteaching, student teachers, and English
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Wulandari, Viona Dwi, and Wirdati Wirdati. "The Effect of Microteaching Lectures in Improving Nine Basic Teaching Skills for University Students." Ahlussunnah: Journal of Islamic Education 3, no. 1 (April 28, 2024): 20–31. http://dx.doi.org/10.58485/jie.v3i1.223.
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The microteaching course is a course that is obligated to students of the Islamic Religious Education study program at Universitas Negeri Padang. This course aims to train students to master basic teaching skills while implementing them in the classroom. This research aims to analyze whether the microteaching course is effective to improve students' ability to master nine basic teaching skills before and after taking the microteaching course. This research uses quantitative methods with a correlational approach. Data sources were taken from active students of the Islamic Religious Education study program at Universitas Negeri Padang batch 2020. All research data was processed statistically using quantitative analysis software IBM SPSS Version 29 For Mac. The results of the analysis show that the microteaching course is effective in improving the ability of Islamic Religious Education students to master nine basic teaching skills before and after taking the microteaching course according to student perceptions. The results of this research can be used as initial data for future researchers in studying this problem in different contexts and issues.
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Sa’diyah, Maemunah, Putri Angelina, Mohammad Muhyidin Nurzaelani, and Yuggo Afrianto. "Pengembangan modul mata kuliah microteaching ramah mahasiswa berkebutuhan khusus." Ta'dibuna: Jurnal Pendidikan Islam 10, no. 1 (April 6, 2021): 144. http://dx.doi.org/10.32832/tadibuna.v10i1.4270.
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<p class="15aJudulAbstractBInggris">Abstract</p><p class="15bIsiAbstractBInggris"><em>This study aims to develop a module that will help students improve their abilities in microteaching courses and be friendly with students with special needs. The microteaching course is one of the compulsory courses that students in the Islamic Religious Education study program must complete. This module was developed using the ADDIE method. Based on the research results, this module is adequate for use and is able to help students with special needs in mastering microteaching courses.</em></p><p class="15cKeywordsBInggris"> </p><p class="16aJudulAbstrak"><strong>Abstrak</strong></p><p class="16bIsiAbstrak">Penelitian ini bertujuan untuk mengembangkan modul yang akan membantu mahasiswa meningkatkan kemampuan dalam mata kuliah <em>microteaching</em> dan ramah dengan mahasiswa berkebutuhan khusus. Mata kuliah <em>microteaching</em> adalah salah satu mata kuliah wajib yang harus dituntaskan oleh mahasiswa di program studi Pendidikan Agama Islam. Modul ini dikembangkan dengan metode ADDIE. Berdasarkan hasil penelitian, modul ini memadai untuk digunakan dan mampu membantu mahasiswa berkebutuhan khusus dalam menguasai mata kuliah <em>microteaching</em>.</p>
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Malik, Muhammad Abid, Hina Amin, and Saleha Ali. "FROM CLASSROOMS TO SCREENS: INVESTIGATING THE PERCEPTIONS AND EXPERIENCES OF PROSPECTIVE TEACHERS ABOUT MICROTEACHING." Pakistan Journal of Social Research 04, no. 03 (September 30, 2022): 65–77. http://dx.doi.org/10.52567/pjsr.v4i03.687.
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Teaching practice is one of the most important components of teacher education programs as it allows prospective teachers to apply their conceptual and theoretical knowledge and skills in the real classroom environment. Whereas Covid-19 adversely affected the whole education system across the world, courses like teaching practice were the worst affected due to their nature and requirements. Universities tried many alternative strategies to continue teaching practice online. One of the most commonly used online teaching practice strategies was microteaching. As microteaching is a relatively new phenomenon in Pakistan, this study was carried out to investigate the perceptions and experiences of prospective teachers about it. Using a self-developed questionnaire titled QSPEM, data was gathered from 525 students belonging to an online university in Pakistan. The findings revealed that the students found the orientation session for microteaching and the role of their supervisors very effective and helpful. Although almost half of them had not even heard anything about microteaching, they found it very useful in improving their pedagogical and presentation skills. However, they thought that due to its nature, it was less effective than conventional teaching practice methods in teaching creativity and multitasking. Still, an overwhelming majority believed that microteaching should continue even after Covid-19. Keywords: Microteaching, Teaching Practice, Covid-19, Online Education, Higher Education, Teacher Education
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Muliaman, Agus, Fajrul Wahdi Ginting, Isna Rezkia Lukman, Mellyzar Mellyzar, Emi Juliani Harahap, and Nimas Sri Rejeki. "Development of Interactive Teaching Materials in Reflective Microteaching for Prospective Teacher Students." Jurnal Ilmiah Profesi Pendidikan 8, no. 4 (November 30, 2023): 2773–80. http://dx.doi.org/10.29303/jipp.v8i4.1860.
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Reflective-based interactive media in microteaching is a valuable tool for improving teaching and developing teacher professionalism. Through the use of digital technology and a structured process of reflection, teachers can more effectively identify weaknesses in their teaching practices and make necessary improvements. This research aims to develop interactive teaching materials in reflective microteaching learning to shape the professional character of prospective teachers. This research is development research using the ADDIE model which has 5 development stages, namely analysis, design, development, implementation, dan evaluation, Due to time constraints, this research is still limited to this stage development due to research limitations. The validation results from material and media experts stated that this teaching material was very valid with a percentage score of 95.09% and 96.25% respectively in the "very valid" category. The feasibility test was carried out by the lecturer in charge of the microteaching course with a result of 94.93% in the "very feasible" category. The student teacher response was 93.00% in the "very good" category. From this data, the media in the form of interactive microteaching teaching materials that have been developed can be used as media in microteaching courses and can help students identify deficiencies that need to be corrected in each teaching practice and for lecturers to make them available platform who helps with the learning process microteaching.