Microteaching impact on Student Teacher's Performance: A Case Study from Kuwait

Abstract

The purpose of this study is to determine the impact of micro-teaching technique in delivering the lesson to children whose first language is not English. It involved three first year English language teachers who have been teaching in elementary public schools for one year, a group of student teachers who are in their senior academic year preceding the practicum course, and the author who is senior teacher trainer. Participation in this microteaching study has provided a sense of validation for much of what these student teachers do and how they do it, which has resulted in ongoing critical reflection and peer discussion. Although initially the data shows a giving rise to anxiety among some participants, it has led to greater self-awareness and increased confidence in participants' own ability and expertise, and a endorsement of their teaching style and practice.

The Effect of Distance Learning With Learner Center Micro Teaching Model On Student’ Teaching Confidence and Teaching Skills

“…In addition, micro teaching can positively influence teacher teaching skills before real teaching, self-efficacy, anxiety, and critical thinking skills and dispositions, all of which are teacher education competencies [23]. The other study also showed that the anxiety faced would encourage participants to self-awareness and increase their confidence [20]. Micro teaching has a positive effect on increasing self-confidence, teaching experience, teaching lessons effectively, communicating effectively, how to conclude lessons, class management, planning and time management [24].…”

“…Feedback has been found to be effective in improving the general teaching competence of student [15] [19]. Through the teaching section, students organize teaching practices well, and they were very communicatively with planning the process, and feel that it can be applied to normal classroom situations and focused on specific skills [20]. Micro teaching also has significant results on teaching skills, and this influence can be observed through the act of opening a lesson, managing class, managing time and planning, effective communication, and making lesson conclusions, and all this in turn affects teaching confidence [21].…”

Microteaching Process and its Impact on Teacher Training Programs in the University of Bamenda

“…Other teachers are not equipped with general pedagogic knowledge although have content knowledge, which focuses only on the content or subject matter to be taught. These category of teachers are completely deficient of skills acquired from microteaching process (Ball et al, 2008;Darwish & Sadeqi, 2016). This study therefore seeks to examine the impact of microteaching process on student teachers in teacher training programs of the University of Bamenda.…”

Pre-Service Teachers: The Inconsistency Between the Lesson Planning and Their Performance

“…Microteaching is done at the preservice level because pre-service teachers have received the materials during lectures. It will be practiced in the microteaching class because this class will develop effective methods that pre-service teachers will apply in the professional development of teachers (Ajuwon et al, 2012;Ateşkan, 2016;Darwish & Sadeqi, 2016). Pre-service teachers can feel the fundamental teaching in microteaching classes and learn to transfer knowledge to their audience.…”