Development of a Real time Evaluation System for Microteaching

We have developed an evaluation system for microteaching. Unlike conventional evaluation methods using paper medium, our system enables evaluation comments to be inputted in real time. In addition, our system enables evaluation comments to be displayed using a video while microteaching. As a result, an evaluator is able to input a comment while watching the teaching practice and the student is able to check the comments while watching the video

TESOL initial teacher training and TESOL curriculum goals: making the connection

APEC countries represent , in TESOL terms, two very different groups. Firstly there are the English L1 countries (US, Canada, Australia, NZ) where the English proficiency of the majority can be taken for granted and where English needs to be taught only as a second language or additional language to people arriving in the countries from overseas. In the second group, the majority of APEC countries, English is a foreign language, and if a government feels it to be an important aspect of the wider curriculum, systems need to be established to provide English teaching to all pupils in all schools. These are very different TESOL environments and what is appropriate and helpful in one, is not necessarily of relevance to the other. The paper that follows focuses on the EFL context typical of the majority of APEC members, although at times it draws from literature deriving from the English native speaker members also

Microteaching in Pakistan: Perspectives of Novice Higher Education Faculty about the Contribution of Microteaching to their Learning and Practice

This mixed-methods research documents the self-reports of novice higher education faculty of Pakistan about the contribution of the microteaching module of Master Trainer Faculty Professional Development Program (MT-FPDP) as well as the factors that either supported or hindered faculty in using their new knowledge and skills. My literature review on microteaching, which until recently had been a neglected field for two decades, includes higher education development needs as ‘adults-teaching-adults,’ microteaching as a response to novice teaching issues, and a contextual analysis of the model in different settings. I analyze and interpret the findings using a conceptual framework that synthesizes adult learning, self-efficacy, and reflective practices. This research finds that the opportunities to practice their teaching skills, with an intentional reflective feedback mechanism, allowed the novice faculty to prepare themselves in a safe and collaborative environment during MT-FPDP. However, microteaching content, activities, and supplementary material were neither closely relevant to varied teaching contexts of Pakistan nor appropriate in its application at the higher education level. Moreover, the lack of supervisors’ expertise to facilitate the microteaching processes, and mentor the novices discouraged the participation. Despite these hindrances, the novices reported behavior modification, self-efficacy, and use of reflective practices in their classrooms. However, discouraging organizational culture/policies, lack of collegial, administrative, and technical support, and geopolitical factors are the primary barriers to the implementation of the knowledge and skills. The Heads of Department (HoDs)/Deans confirmed the carryover from MT-FPDP to classroom teaching, and acknowledged these institutional supports and barriers. This research argues that the microteaching content and model must be adapted to the context of Pakistan, and the microteaching skills should be prioritized based on the higher education faculty needs. The Learning Innovation Division (LID) of the Pakistan Higher Education Commission (HEC) needs to appoint expert, unbiased, and culturally sensitive supervisors who can provide novices more self-directed, transformative, and reflective learning opportunities during MT-FPDP. LID/HEC should provide avenues for collaboration and coordination by establishing the informal “communities of practice” to foster collegial support within an institution and within a province

VIDEO RECORDING OF TEACHING MICROTEACHING ELEMENT : An Experimental Study To Improve The Teaching Skills Of Vocational Teacher Candidates

The paper is organized as an effort to improve the teaching skills of prospective teachers for vocational students. Teacher as a professional educator has primary responsibility to educate, teach, train, assess, and evaluate students. Teacher as a professional position should be prepared through education and should be supervised by an experienced supervisor. It is not easy to form a professional teacher, one way is through microteaching. Microteaching taught in small scale and one goal is to provide early experience in the practice of teaching. This paper was developed from initial research that emphasizes how the role of students and lecturers in using the video footage that is in use online through social media. Comments and suggestions from each participant are provided online through social media. Analysis is performed to see the influence of video recording and comments from my friends as a reflection of the individual prospective teachers to make improvements in each of the practice of teaching. In addition, how the use of new technologies in communication such as social media to support the vocational teacher candidates

Pre-service teacher's perception on the merits of microteaching towards their teaching practice at UIN Sunan Ampel Surabaya

Penelitian ini membahas tentang persepsi mahasiswa PPL 2 tentang manfaat dari mikroteaching terhadap praktik mengajar mereka di UIN Sunan Ampel Surabaya pertanyaan penelitian adalah 1) Apa persepsi mahasiswa PPL 2 Pendidikan Bahasa Inggris tentang manfaat microteaching terhadap praktik mengajar mereka di uinsa? 2) Apa aspek paling penting untuk dipertimbangkan dalam mengembangkan keterampilan mengajar melalui microteaching berdasarkan persepsi mahasiswa PPL 2 Pendidikan Bahasa Inggris. Ini adalah penelitian kualitatif. Peneliti melakukan survei dengan menggunakan kuesioner yang diisi oleh 30 responden. Selain itu, peneliti melakukan wawancara dengan 10 mahasiswa PPL 2 Pendidikan Bahasa untuk mendapatkan informasi lebih lanjut tentang mengembangkan keterampilan mengajar melalui microteaching berdasarkan persepsi mereka. Hasil dari penelitian ini adalah 1) sebagian besar mahasiswa PPL 2 Pendidikan Bahasa Inggris memiliki persepsi bagus tentang manfaat microteaching 2) Ada beberapa aspek microteaching yang harus ditingkatkan seperti sistem microteaching itu sendiri dan pemberian saran dari dosen. Hasil dari penelitian tersebut dapat menjadi referensi untuk jurusan pendidikan bahasa inggris untuk memperbaiki program microteaching

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

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

Evaluating Questioning Skills of Pre-Service EFL Teachers Through Self-Evaluation of Teacher Talk (SETT) in Microteaching Class

This study aims to investigate pre-service EFL teachers’ way evaluating their own teachers talk, especially in questioning skill using SETT (Self-Evaluation of Teacher Talk). The method used in this study is qualitative research toward four pre-service EFL teachers’ used as the research’s participants. By revealing the data, the author used teachers’ reflective journals as process for evaluation and also interview to obtain deeper perspective and feelings results of the data analysis. The findings indicated that doing the evaluation of questioning skills using SETT framework has helped their awareness of their language used in teaching, not only about the interactional features for communication but also how manage the language to assist the students to response. More importantly, they are able to use and control their language in running the classroom activities. Thus, it means that SETT has helped the teachers to achieved their personal development and awareness toward the classroom communication in holding the interaction especially in questioning skills. Keywords: Questioning Skills, SETT, Pre-service EFL Teacher

Investigating Preservice Mathematics Teachers’ Pedagogical Content Knowledge through Microteaching

The purpose of this study was to investigate how pre-service mathematics teachers’ pedagogical content knowledge was reflected in their microteaching. Twenty preservice secondary mathematics teachers participated in the study. The participants formed groups of two, three or four people of their choice, resulting in six groups in total. Each group designed and conducted a microteaching on a topic of their choice. The videotapes of the groups’ microteaching and their lesson plans constituted the data set for the study. We analyzed the data per the components of the pedagogical content knowledge framework outlined by various researchers. We found that the preservice mathematics teachers in general were knowledgeable about different instructional strategies and the curriculum about the topic of their microteaching, but their knowledge of learners was relatively poor. Implications for teacher education are discussed

THE EFFECTIVENESS OF THE MICROTEACHING METHOD IN THE DEVELOPMENT OF SPEAKING SKILL IN FOREIGN LANGUAGE EDUCATION

This study was carried out in order to test the effectiveness of the microteaching method on student success and its permanence effect in this success compared to that of the traditional method in the development of the pronunciation skill in a foreign language. This effect was tested on the access levels related to the ‘realization of the pronunciation skill’ potential. Additionally, it was aimed to determine whether the preservation of the pronunciation skill access levels varies depending on the method used in teaching the skill or not. The methods used in teaching are the teaching and traditional teaching methods carried out with videos and tapes, which are two forms of microteaching. Moreover, the effect of these different methods on the permanence of the skill was investigated. The study was designed and carried out according to the ‘Solomon four group model’. 40 students in the I-K class taking the ‘English I Program’ in Eskişehir Süleyman Çakır High School in the first semester of 1993-1994 academic year participated in the study. Using the random method in the formation of groups, four groups were determined with 10 students in each, and two of which were experimental and two were control groups. Since this study aims to determine the effectiveness of a teaching method (independent variable), experiment and control groups were tried to be equalized in terms of variables other than the method. At the end of the equalization process, 40 students were equalized and distributed to the groups. In order to collect the data, a ‘Pronunciation Skill Test’ and a related "evaluation form" were prepared. The test material was a part of the English I Program that students participating in the research were taking. The test of pronunciation skill was carried out with a form that measures the correct pronunciation of 15 words with values between 1 and 5. This form was applied as a pretest-posttest in the study. This form was applied as a pretest to one of each two groups, experiment and control groups. As a result of the pretest, it was shown statistically that the groups did not differ from each other and the teaching was carried out by the microteaching method for the two experimental groups and by the traditional method for the two control groups. Two different forms of the microteaching method (Video-Tape) were applied to two experimental groups. These practices were carried only on the pronunciation skill and took place within a week. After the teaching of the skill was completed within the context of the content, all groups were post tested. One month after obtaining the pretest and posttest results for the experimental and control groups, the permanence of the skill was investigated. By analyzing whether the methods differ in terms of permanence, the data were started to be analyzed. In the analysis of the data, comparisons between the groups were made by calculating the standard deviations of the mean scores and score distributions of the groups. In these comparisons, t test was used and it was interpreted at 0,001 and 0,05 significance level. The effectiveness of the experimental processes was interpreted by taking the score differences between intra-groups and inter-groups and the significance of these differences into consideration.  Article visualizations