The Impact of Microteaching in Developing Teaching Skills among Pre-Service Teachers in Alvan Ikoku College of Education Owerri, Nigeria

Onwuagboke, Bede Blaise Chukwunyere; Osuala, Rita Chigozie; Nzeako, Rowland Chibuike

doi:10.4314/afrrev.v11i2.18

Cited by 18 publications

(18 citation statements)

References 3 publications

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“…On the whole, microteaching was found to be an effective teaching technique in the training of Indexed African Journals Online: www.ajol.info Economics student teachers. Other researchers (e.g., Mahmud and Rawshon, 2013;Musa, 2014;Onwuagboke et al, 2017;Umeh et al, 2015) also concluded that microteaching is useful in teacher education and contributes greatly to the learning process. In light of the study findings, there is need to employ the microteaching technique more effectively and frequently in Economics methodology courses.…”

Section: Conclusion and Recommendationsmentioning

confidence: 98%

Student-teachers’ experiences of microteaching on an economics methods course

Damalie¹

2018

Afr. Res. Rev.

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Microteaching is a technique used in the training of student teachers worldwide. This study explores student teachers' experiences of microteaching on an Economics methodology course at the School of Education Makerere University in Uganda. The sample included 28student teachers who had conducted microteaching during the academic years 2015-2016 and 2016-2017. Data were collected using individual interviews, document analysis and focus group discussions; and analyzed using content analysis. The study found microteaching to be valuable to Economics student teachers in improving their skills in lesson planning, communication, content knowledge, use of teaching aids, classroom organization, and management. Microteaching was however not so effective in the area of student assessment.

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Section: Conclusion and Recommendationsmentioning

confidence: 98%

Student-teachers’ experiences of microteaching on an economics methods course

Damalie¹

2018

Afr. Res. Rev.

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“…Research on the influence of micro teaching on various aspects has been carried out by many researchers. The results showed that the practice of micro teaching has a positive influence on teaching skills [14] [15] [16]. According to Savas, participants' responses showed that micro-teaching video activity had a positive impact on improving participants' teaching skills [17].…”

Section: Fig 1 Lcmt Modelmentioning

confidence: 99%

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

Nasar

Kaleka

2020

J. Ilmu. Pend. Fisika

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The purpose of this study is to find the effect of distance learning through learner center micro teaching model on students’ teaching confidence and teaching skills. The research design uses quasi-experimental research and pretest-posttest non controlled group design. The population is physics education students on sixth semester who was programming micro teaching courses. Purposes sampling technic used to get research sample and 31 students take part on this course. Data collected by using questionnaire on variables of teaching confidence and assessment rubric on variables of teaching skills. Teaching confidence and teaching skills are analyzed through normalized-gain and pair sample t-test. Data calculated use SPSS and the result is: 1) teaching confidence has normalized-gain <g> = 0,535 (moderate) and t = 12,336 (sig.=0,000); 2) teaching skills has normalized-gain <g> = 0,566 (moderate) dan t = 9,690 (sig.=0,000). The result shows the effect of distance learning through learner center micro teaching (LCMT) model can improve teaching confidence and teaching skills of physics education students on FKIP Universitas Flores.

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“…In addition, numerous studies have been carried out on microteaching, although their main focus is on teaching performance (Bahjat, 2016;Bakir, 2014;Baştürk, 2016;Cobilla, 2014;Copeland, 1975;Donnelly & Fitzmaurice, 2011;Elias, 2018;Gödek, 2016;Kamimura & Takizawa, n.d;Onwuagboke, Osuala, & Nzeako, 2017;Punia, Miglani, & Singh, 2016;Saban & Çoklar, 2013;Shah & Masrur, 2011;Şen, 2010;Simbo, 1989). Unfortunately, studies that focus on PCK are still lacking irrespective of the fact that it is extremely important for pre-service teachers because it aids them to effectively carry out the instructional processes.…”

Section: Introductionmentioning

confidence: 99%

Microteaching Guided by an Expert Secondary English Teacher: The Effect on Pre-Service English Teachers’ Pedagogical Content Knowledge

Aimah

Rukmini

Saleh

et al. 2020

PED

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This study aims to determine the effect of microteaching guided by an expert secondary English teacher on pre-service English teachers PCK, focusing on the changes before and after expert-guided microteaching. The equivalent time-series design involves a single-group, repeatedly assessed, with the treatment introduced between the measurements. Expert-guided microteaching significantly affects pre-service English teachers’ PCK and triggers them to know what to teach and how to teach for students.

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The Impact of Microteaching in Developing Teaching Skills among Pre-Service Teachers in Alvan Ikoku College of Education Owerri, Nigeria

Cited by 18 publications

References 3 publications

Student-teachers’ experiences of microteaching on an economics methods course

Student-teachers’ experiences of microteaching on an economics methods course

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

Microteaching Guided by an Expert Secondary English Teacher: The Effect on Pre-Service English Teachers’ Pedagogical Content Knowledge

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