ASSESSMENT OF THE OPINIONS AND PRACTICES OF STUDENT TEACHERS ON MICRO-TEACHING AS A TEACHING STRATEGY

Oct 15, 2026

Uploaded by Rizky

Study investigates how micro-teaching affects student teachers’ pedagogical development and practical readiness. Sixteen Turkish student teachers delivered classroom lessons in natural school settings, after which their activities were monitored and followed by interviews. Lesson videotapes were then reviewed for assessment, while interview responses and monitoring data were analyzed through content analysis. Findings show micro-teaching, guided by instructor feedback, reduces fears and concerns and enables candidates to gain meaningful teaching experience.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Introduction

Micro-teaching as a teaching strategy

Phases and process of micro-teaching

Study purpose and training context

ASSESSMENT OF THE OPINIONS AND PRACTICES OF STUDENT TEACHERS ON MICRO-TEACHING AS A TEACHING STRATEGY Ali Göçer Abstract: Purpose of study is to ascertain the effectiveness of micro-teaching, a training technique used to help student teachers establish a strong pedagogical background. Student teachers were required to give classroom-lessons in a natural school environment, to enable them to convert their knowledge into respective skills. Accordingly, within the scope of Special Teaching Methods, 16 Turkish student teachers were selected on a volunteer basis. Activities of the student teachers were monitored in the class environment, and the teachers were interviewed at the end of these activities. A videotape of the lesson was then viewed in the class environment, and any necessary assessment was made therein. Teacher responses to interview questions, and data obtained from monitoring were subjected to content analysis. Micro-teaching, which was conducted in consideration of instructor feedbacks, was helpful in overcoming the fears and concerns of student teachers. Candidates commented that micro-teaching represented a significant opportunity for gaining experience. Key Words: teacher training, methods and techniques, pre-service training, student teachers. 1. Introduction It is difficult to meet daily needs by making use of past knowledge and experiences. Just as in anyother field, a number of changes and developments are taking place in the field of education in today’s rapidly developing world. Information technology which is at the core of educational environments, and the contemporary strategies, methods, and techniques it has reshaped , as well as the various stimuli that enrich the processes of learning and teaching all have direct impacts on the quality of the education provided in schools. The execution of this quality education is dependent on numerous variables, such as the individual traits of students, the technological infrastructures of the schools, parent participation, the use of resources and teaching materials, the type of curricula, and teacher capacities, etc. Teachers are the key elements in charge and as such are responsible for implementing these variables, and thereby creating an effective educational environment. As teachers play a decisive role in the functioning of educational environments and in improving their won effectiveness, the following questions instantly come to mind: Are teachers given adequate prevocational training before beginning their careers? Does prevocational training provide student teachers with the necessary experience? Do student teachers feel mentally prepared for beginning their careers and devoting themselves to the profession? In addition to specialized courses in the field, student teachers are taught general culture and professional teaching knowledge (pedagogy) in terms of prevocational training. Within this framework, student teachers are provided with adequate levels of competence in the field, particularly as it applies to classroom management, the use of strategy/method/technique, the use of materials, assessment and evaluation, and so on. It is also essential for the student teachers to obtain experience by converting such knowledge obtained from their prevocational training into respective skills. For this purpose, candidates are sent to elementary schools for school experience and tutorship implementations. Candidates who have obtained pre-experience from micro-teaching activities are one step ahead when they begin their work in these schools. Teaching practice lasts for at least one half-year period. For student teachers this involves students’application for teaching practice, and for practice teachers it involves participation in tasks, education, training, management and extracurricular activities, evaluation of practice activities, etc. as well as participating in events (MEB, 2010) . In teacher training, the aim is for prospective teache

FAQs

What was the purpose of the study on micro-teaching?

The study aimed to determine the effectiveness of micro-teaching in supporting student teachers to develop a strong pedagogical background.

How were student teachers involved in the micro-teaching activities?

Student teachers were selected and required to conduct classroom lessons in a natural school environment, with their activities monitored and followed by interviews.

What does micro-teaching consist of?

Micro-teaching is a cyclical process involving planning, teaching, critique, re-planning, re-teaching, and re-critique, often supported by videotaping and feedback.

Oct 15, 2026

Uploaded by Rizky