Student Teachers‟ Microteaching Experiences in a Preservice English Teacher Education Program

Ismail, Sadiq Abdulwahed Ahmed

doi:10.4304/jltr.2.5.1043-1051

Cited by 65 publications

(68 citation statements)

References 17 publications

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“…Many researchers report the progress teachers made after adopting a development approach involving micro teaching e.g. Golightly (2010), Ismail (2011). However, reflective practice as an idea is also subject to critical scrutiny.…”

Section: Review Of Literaturementioning

confidence: 99%

Views of English Language Teachers in Private Colleges Regarding Microteaching

Liu¹,

Li²

2016

TPLS

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Abstract-Since the Economy Opening-up policy in China, English has become a compulsory component in curriculum from primary school to university. Studies on ELT teachers in China are abundant, however, they tend to gaze at the ELT in government-sponsored units. With more and more private institutions commenced to provide ELT course for diverse levels and for various purposes, there emerges a relative unfamiliarity with these teachers working in private sectors. This mixed-method study aims at understanding their perspectives and experiences of micro-teaching as measures of their professional development. Current study demonstrates that teachers from private institutes in China are aware of different aspects of microteaching, but some of them, due to their leaders' and schools' respective contexts and culture, deem the function and influence of microteaching recommended by researchers from western world are not adequate to improving teaching in a Chinese context.

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Section: Review Of Literaturementioning

confidence: 99%

Views of English Language Teachers in Private Colleges Regarding Microteaching

Liu¹,

Li²

2016

TPLS

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“…In recent years, the nature of teacher learning has become a major research area in Teacher Education (TE) with an emphasis on the role of reflection (Korthagen, 2004;Larrivee, 2008). This shift to the role of reflection within the process of learning to teach has led many researchers to look more closely at the structure and function of instructional approaches which are prevalent in most TE programmes, with a host of research carried out on the practice of microteaching (Orlova, 2009;Fernandez, 2010;Sen, 2010;Ahmed Ismail, 2011;Kuter, Gazi & Aksal, 2012;Kloet & Chugh, 2012).…”

Section: Introductionmentioning

confidence: 99%

Video-Mediated Microteaching – A Stimulus for Reflection and Teacher Growth

Kourieos¹

2016

AJTE

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“…According to Ismail (2011) the inclusion of microteaching created a positive impact among ESL student teachers' in their teacher training programs that also affect awareness and views with regards to their language and teaching competencies. Ghanaguru et al (2013) highlighted that the young and mostly inexperienced beginner teachers will be better prepared to face the challenges in teaching profession confidently through the use of microteaching and the significance of practical knowledge that linked their experiences to content knowledge.…”

Section: Introductionmentioning

confidence: 99%

Identifying the Effectiveness of Active Learning Strategies and Benefits in Curriculum and Pedagogy Course for Undergraduate TESL Students

Shaaruddin¹,

Mohamad²

2017

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The teachers nowadays are trained properly, competently enough, excel academically with high grades but still considered as "incapable" or "unfit" to teach. There are still many problems and weaknesses among young graduates, despite the initiatives taken by the government to address the issue. The adoption and practice of active learning approaches into the component of course design offered in higher institutions is a common practice nowadays and is crucial in addressing these weaknesses among our young graduates. This case study identifies the effectiveness of active learning strategies and benefits in curriculum and pedagogy course which is a central concept of student-centred learning, derived from the constructivist approach. This article aims to ensure the course efficacy by integrating active learning to support their practice of active learning brought to learners by micro teaching, peer-reflections/feedbacks and self-reflections. Data were collected from documents in a form of e-reflections in ifolio and telephone interviews via WhatsApp Mobile Phone application. This qualitative study reports in detail the experience of 10 undergraduate students. The findings reveal the effectiveness of the three commonly used strategies associated with active learning strategies in this study. Among the beneficial of imparting active learning strategies are as follows; creates positive learning environment, allows direct interaction between lecturers and students, promotes open minded ideology, learn to respect someone else opinion, enhance communication skill, allows students to personally engaged with the learning activities and encourage participation. The findings and discussion of this study would be able to help the pertinent parties such as policy maker, teachers, facilitators and students with better guidance for utilising and maximizing different other selections of active learning strategies Creative Education that could benefit teaching and learning process in the higher education scenario.

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Student Teachers‟ Microteaching Experiences in a Preservice English Teacher Education Program

Cited by 65 publications

References 17 publications

Views of English Language Teachers in Private Colleges Regarding Microteaching

Views of English Language Teachers in Private Colleges Regarding Microteaching

Video-Mediated Microteaching – A Stimulus for Reflection and Teacher Growth

Identifying the Effectiveness of Active Learning Strategies and Benefits in Curriculum and Pedagogy Course for Undergraduate TESL Students

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