Learning through Microteaching Lesson Study in Teacher Preparation

The Effect of Microteaching On Pre-Service Chemistry Teachers’ Teaching Experiences

“…Moreover, the results show that microteaching helped the development of the participants in some cases such as applying the teaching methods, using the evaluation techniques, motivating the students, managing the time effectively, associating the lesson with the daily life. These results of this research are parallel with the studies of Fernandez (2005), Mergler and Tangen (2010), Pauline (1993), andSevim (2013).…”

“…Additionally for the future studies, it is thought that it will be useful to observe and compare the courses which are shaped by microteaching and traditional educational programs so as to confirm how microteaching was transferred to the teaching experiences. The future studies on microteaching will help the educators to comprehend pre-service teachers' experiences during the career development process (Fernandez, 2005). In this study, pre-service chemistry teachers did their presentations twice during microteaching applications.…”

“…Mikroöğretim öğretmen adaylarının önbilgileri ve süreç içinde gelişen bilgi ve deneyimleri doğrultusunda yeni bağlantılar kurdukları, alan bilgilerini ve pedagojik alan bilgilerini geliştirmede onlara yardımcı olan bir süreçtir. Öğretmen adaylarına, akranları ve uzmanlar arasında, hata yapma ve bu hatalar üzerinde konuşma fırsatı sağlayan bir deneyimdir (Fernandez, 2005). Mikroöğretim uygulamaları öğretmen adaylarının zayıf ve güçlü yönleri ile ilgili pozitif duygular kazanmalarını sağlamaktadır.…”

“…It is necessary not to see microteaching as a technique that can change a pre-service teacher's personality overnight and that can solve all the possible problems that may be faced in classroom environment (Brown, 1975). But it is a technique in which pre-service teachers make connections between their prior knowledge and experiences developing through the process, and also it is a process which helps them to improve their subject matter knowledge and pedagogical content knowledge and could make mistakes among their peers and experts and talk over their mistakes (Fernandez, 2005). After microteaching practices, pre-service teachers feel themselves better in these fields: Motivating students for the lesson, behaving at the student level, directing students' ideas, using appropriate teaching methods, concentrating, overcoming their excitements (Can, 2009).…”

“…Mergler and Tangen (2010) examined the effect of using microteaching on pre-service teacher proficiency; it was found out that microteaching has positive effect on proficiency beliefs as to pre-service teachers' teaching knowledge and their readiness to teaching profession. Fernandez (2005) conducted a study with 36 pre-service mathematics teachers by using microteaching and found out that microteaching was helpful to preservice teachers in forming a bond between theory and practice by analyzing the lessons others teach and enhanced subject matter knowledge. As a result of the microteaching study on planning the lessons related to pre-service teachers and teaching and getting the comments about teaching and planning these lessons again, Benton-Kupper (2001) and Fernandez and Robinson (2006) identified that preservice teachers described microteaching as a useful teaching experience which is worth spending time.…”