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

Abstract

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.

An Investigation of Pre-Service English Teachers' Proficiency in Basic Teaching Skills During Classroom Practice

“…This is consistent with Guidelines for UNG PLP (2020) book that a teacher needs to master the eight basic teaching skills in the learning process, including questioning, reinforcement, variation, explanation, opening and closing lessons, guiding small group discussions, classroom management, and individual teaching skills. Moreover, this is in line with the research findings of Apling and Haryani (2019), who stated that the implementation of microteaching improved the opening and closing lesson skills, questioning skills, explaining skills, strengthening skills, classroom management skills, small group discussion skills, and individual skills of pre -service Physics teachers.…”

“…Finally, the research from (Apling & Haryani, 2019), The analysis of microteaching in improving teaching skill of pre-service physics teachers. The goal of this research was to determine if microteaching was effective in improving the teaching skills of pre-service Physics teachers at Khairun Ternate University.…”

Critical Thinking in Teacher Education: Course Design and Teaching Practicum

“…The disciplinary competencies included in the courses refer to covering the basic material student-teachers should obtain, such as different models of teaching which facilitate cognitive goals [41]. More skills are encompassed, including time and classroom management, as well as planning, which is considered particularly influential regarding the teaching process [42].…”

Micro-Teaching and Teaching Practice: A Predictor of Physics Teacher Trainee’s Performance

“…Also, several concepts has been used to represent students undergoing professional teacher training in tertiary institutions. Literature records that concepts such as teacher candidate [21], pre-service teachers [23][24][25], education students [26], [2], student teachers [27][28][29][30][31], and teacher trainees [22] have been used to refer to higher education students enrolled in the different institute of education, colleges of education and the different faculties of education.…”

“…A review of studies on microteaching international reveals that most of the investigation centered on investigating student teachers experiences of microteaching on a number of subject areas [19], [2], [22], [30], effectiveness of microteaching on mathematics [24] and the effectiveness of microteaching on the opinion pre-service teachers [23]. In Nigeria, previous research on micro-teaching as a predictor of teaching │ Abiodun A. Bada and Akinyemi O. Akinbobola [11].…”