Microteaching to Assist Geography Teacher-Trainees in Facilitating Learner-Centered Instruction

Microteaching: A Technique to Enhance English-as-a-Foreign Language Teacher Candidates’ Professional Learning

“…This study was carried out with a view to exploring the effect of microteaching on EFL teacher candidates' professional learning via uncovering their overall evaluation of the effectiveness of conducting microteaching and observing the microteaching their classmates conducted in their professional learning, their perceptions regarding the effectiveness of getting peer feedback and engaging in self-evaluation, and through unpacking the suggestions they had as to enhancing the quality of the microteaching process for their professional learning. The findings as to EFL teacher candidates' overall evaluation of their microteaching experiences are in congruence with the results of existing research in the literature examining students' perceptions concerning their microteaching experiences (Arsal, 2014;Frenandez , 2005;Golightly, 2010;Karlström & Hamza, 2019;Mikulec & Hamann, 2020;Özcan & Gerçek, 2014). The EFL teacher candidates stated in the qualitative questionnaire that conducting microteaching contributed to their professional learning by providing opportunities for putting what they had theoretically learned about classroom management and language teaching methods into practice, and they gained experience of lesson planning and of preparing materials to use as teaching English to young learners.…”

“…Within the borders of the initial teacher training, implementing microteaching could produce positive results in regard to teacher candidates ' professional learning (e.g., d'Alessio, 2018;Fernandez, 2005;Golightly, 2010;Mikulec & Hamann, 2020;Özcan & Gerçek, 2019). The quasi-experimental study done by Arsal (2014) revealed the correlation between being subjected to microteaching technique and having greater self-efficacy in teaching.…”

“…The quasi-experimental study done by Arsal (2014) revealed the correlation between being subjected to microteaching technique and having greater self-efficacy in teaching. The effect of microteaching on designing lessons was explored in the research conducted by Golightly (2010), the findings of which revealed that implementing microteaching brought about an inclination among teacher candidates to design and carry out learner-centred instruction.…”

Preparing Preservice Teachers to Incorporate Geospatial Technologies in Geography Teaching

“…The unit plan and lessons plans were based on the content of the Australian Curriculum: Geography 7-10 and followed the GT workshop, lectures and tutorials on inquiry-based learning, planning for teaching, PCK, TPCK and G-TPCK. The rationale for implementing the microteaching activities in the junior secondary geography curriculum courses was to provide the students with the opportunity to put theory into practice (Fernandez 2010) while building their teaching confidence (Brent, Wheatley and Thomson 1996) and developing their subject matter knowledge and pedagogical skills, and ultimately their G-TPCK (Amobi 2005;Cruickshank and Metcalf 1993;Doering and Veletsianos 2008;Golightly 2010;Harte and Reitano 2015). The micro-lessons provided multiple GT learning experiences, including planning lessons that incorporate GT, delivering lessons that include GT learning sequences, and observing pedagogical strategies of peer-delivered GT-enhanced micro-lessons.…”

The Effect of Microteaching on the Teaching Skills of Pre-Service Science Teachers

“…Many researchers have previously reported that a number of teaching skills can be taught with microteaching, that includes: giving a lesson introduction, motivating students, classroom management, asking questions, taking into account the needs of the students, tone of voice, gestures and facial expressions, speaking correctly and fluently, choosing and implementing proper teaching methods and techniques, summarizing and doing evaluations (Akalın, 2005;Fernandez, 2010;Taşdelen Kaçkay & Sanlı, 2009;Benton-Kupper, 2001;Golightly, 2010;Görgen, 2003;Anshu & Pratibha, 2009;Cotrell & Doty, 1971;Gürses et al, 2005;Uzun, Keleş & Sağlam, 2013;Peker, 2009;Ceyhun ISSN 1648-3898 & Karagölge, 2002Güney & Semerci, 2009;Kalyoncu & Sazak, 2006;Erdem, et al, 2012;Sevim, 2013;Aydın, 2013;Donnelly & Fitzmaurice, 2011;Kuran, 2009;Mergler & Tangen, 2010;Fernandez & Robinson, 2006;Şahinkayası, 2009;Umuzdaş, 2010;Kazu, 1996). For example, Kazu (1996) found that pre-service teachers who went through a microteaching exercise had less difficulty in the areas of preparing or planning for a lesson, doing a lesson introduction, using their tone of voice effectively, speaking Turkish correctly, using gestures and facial expressions, presenting a topic and concluding the lesson, than did those who did not do microteaching.…”