Peran Microteaching Terhadap Keberhasilan Magang 3 Mahasiswa Program Studi Pendidikan Akuntansi Universitas Muhammadiyah Surakarta Tahun Ajaran 2014

This study aims to describe: first, laboratory facilities in support of the implementation of microteaching practice. Second, activities before and during the practice of microteaching. Third, the benefits of microteaching for apprentice success 3. The research using qualitative research with a type of phenomenological approach. The object of this study are students of accounting education, microteaching supervisor, and microteaching laboratory manager who is represented by the head of microteaching laboratory. The method of data collection used in the research is through interview, observation, and documentation. Based on data that has been found by research in this study it can be concluded that: Facilities in the microteaching laboratory have been very supportive of the implementation of microteaching practice. With the availability of laboratory facilities can facilitate the implementation of microteaching practices in learning. The practice of microteaching is instrumental in improving students’ teaching skills, with these skills can result in successful internship 3

Assessing a GTA professional development program

For the last four years, the School of Physics at Georgia Tech have been preparing new Graduate Teaching Assistants (GTAs) through a program that integrates pedagogy, physics content, and professional development strategies. Here we discuss various assessments we have used to evaluate the program, among them surveys, GTA self-reporting, and end-of-semester student evaluations. Our results indicate that GTAs who participate in the program find its practical activities useful, feel better prepared for teaching, make use of learner-centered teaching strategies, and receive higher scores in teaching evaluations.Comment: 4 pages, accepted to Physics Education Research Conference Proceedings (PERC 2017

The perceptions of TESL teacher trainees towards the effectiveness of microteaching subject (SPA 2001) in preparing them for teaching practice

Microteaching is a subject that helps teacher trainees in practicing their knowledge and skills of teaching to prepare themselves for teaching practice. In relation to this, a study was conducted to investigate the perceptions of UTM’s TESL teacher trainees towards the effectiveness of microteaching subject (SPA 2001) in preparing them for teaching practice. A total of 39 TESL teacher trainees were selected to be the respondents of this study. The instruments used in this study were questionnaire and interview. The questionnaire was adapted from previous studies done by Ngui Kuan Sang (1982/1983) and McGarvey and Swallow (1986). Interviews were also carried out on 4 respondents to gain further insight on the topic of this study. Data were analyzed descriptively using Statistic Package for Social Science (SPSS) version 16. The overall findings of the study show that the TESL teacher trainees perceived microteaching subject as effective in preparing them for teaching practice. However, there were problems faced by the trainees during teaching practice especially in handling students and teaching situations. Furthermore, the findings also revealed that the respondents highly valued the feedbacks given by their supervisor, peers and cooperative teacher. Finally, suggestions were also given on how to improve the microteaching subject for the benefit of TESL teacher trainees

Micro-feedback skills workshop impacts perceptions and practices of doctoral faculty

Background: Doctoral supervision is a distinct form of supervision with clearly defined responsibilities. One of these is the delivery of effective face-to-face feedback to allow supervisees to improve upon their performances. Unfortunately, doctoral supervisors, especially of health sciences, are often not trained in supervisory skills and therefore practice mostly on a trial and error basis. Lack of understanding of the feedback process leads to incongruence in how supervisors and supervisees perceive feedback. However, standardized training practices like microteaching can allow supervisors to acquire effective feedback practices. In this study we employed a schematic approach of microteaching, that is micro-feedback, in a workshop to develop feedback skills of doctoral supervisors, and assessed the overall effectiveness of this training using the Kirkpatrick evaluation framework.Methodology: This was a Quasi-experimental study with a repeated measures and a two-group separate sample pre-post test design. A micro-feedback skills workshop was organized to enhance feedback skills of doctoral supervisors using microteaching technique. The first two levels of the Kirkpatrick evaluation model were used to determine the workshop's effectiveness. An informal Objective Structured Teaching Exercise (OSTE) was used to assess feedback skills of the supervisors, both before and after the workshop. A questionnaire was developed to compare pre-and post-workshop perceptions of the supervisors (n = 17) and their corresponding supervisees (n = 34) regarding the ongoing feedback practice.Results: Despite the hectic schedule, most doctoral supervisors (17 of 24, 71%) were willing to undertake faculty development training. Participants indicated a high level of satisfaction with the workshop. A learning gain of 56% was observed on pre-post OSTE scores. Prior to the workshop, perceptions of how supervisees should be given the feedback differed significantly between supervisors and supervisees with an effect size difference of r = 0.30. After the workshop there was a negligible difference in perceptions between supervisors and supervisees (r = .001). Interestingly, supervisors shifted their perceptions more toward those that were originally held by the supervisees.Conclusions: These findings suggest that well-designed and properly assessed structured programs such as micro-feedback workshops can improve how doctoral supervisors provide feedback to their supervisees and align supervisors' perceptions of that feedback with those of their supervisees.</p

Scaffolding Dalam Microteaching Kimia Berbasis Pembelajaran Langsung Dan Siklus Belajar

: Scaffolding in Chemistry Microteaching Utilizing Direct Instruction and Learning Cycle. This study concerns developing students' competence in conducting microteaching in chemistry, especially in preparing lesson plans using direct instruction and learning cycle and in implementing the lesson plans in peer teaching. The microteaching skills of 26 students are enhanced using scaffolding, implemented gradually and integratedly. The scaffolding comprises three stages: orientation of the task, revising the lesson plan, and carrying out peer teaching. Scaffolding is found to enable the students to develop lesson plans and to realize the lesson plans in peer teaching, as can be seen from their scores on the two aspects. In addi­tion, the students respond positively to the use of scaffolding in microteaching

Analisis Kesiapan Mahasiswa Fakultas Keguruan Dan Ilmu Pendidikan Program Studi Matematika Dalam Menghadapi Microteaching Di Universitas Muhammadiyah Surakarta Tahun 2012

Tujuan dari penelitian ini adalah untuk mengetahui kesiapan mahasiswa FKIP Matematika UMS 2012 menghadapi microteaching yang meliputi : (1) Kondisi mahasiswa FKIP Matematika untuk persiapan microteaching, (2) Peran dan usaha mahasiswa dalam menghadapi microteaching, (3) Ketrampilan mahasiswa dalam praktek pengajaran microteaching. Penelitian ini menggunakan metode penelitian kualitatif deskriptif. Data penelitian diperoleh dari angket, wawancara, observasi, dan dokumentasi. Informan adalah Kepala Laboratorium Microteaching, dosen mata kuliah microteaching, mahasiswa FKIP Matematika UMS. Keabsahan data dilakukan dengan triangulasi. Hasil penelitian (1) Hasil pengamatan menyatakan bahwa mahasiswa FKIP Matematika belum siap dalam menghadapi microteaching ditinjau dari aspek kognitif yaitu kurangnya pemahaman materi yang dimiliki mahasiswa menjadikan mahasiswa tidak menunjukkan performa maksimal dalam pengajaran sehingga akan berpengaruh pada mental yang kurang, disamping itu, kurangnya pengetahuan tentang macam-macam metode pembelajaran dan pemberian apersepsi yang kurang inovatif menjadikan proses kegiatan belajar mengajar membosankan. (2) Mahasiswa memiliki peran sebagai praktikan untuk mengajar dan diajar. Usaha yang harus dipersiapkan dalam microteaching meliputi aspek kognitif, afektif dan psikomotorik. Segala aspek saling berkesinambungan, sehingga perlu penguasaan disegala aspeknya untuk mencapai tujuan. (3) Microteaching memberikan kesempatan untuk mengembangkan keterampilan dasar mengajar mahasiswa meliputi : latihan ketrampilan terbatas dan latihan ketrampilan terpad

Pengembangan Buku Ajar Microteaching Biologi Berbasis Kompetensi Dan Karakter Konservasi

Target khusus penelitian ini adalah terbitnya buku ajar Microteaching berbasis Kompetensi dan Karakter Konservasi. Hasil penelitian ini adalah telah dihasilkan buku ajar microteaching biologi yang dinyatakan sangat layak oleh ahli media dan ahli materi biologi. Pada uji validasi I didapatkan rerata persentase hasil penilaian 80,75 dengan kriteria sangat layak, dan pada uji validasi II diperoleh rerata persentase hasil penilaian sebesar 86.36% dengan kriteria sangat layak digunakan. Kesimpulan dari penelitian ini bahwa buku ajar Microteaching berbasis Kompetensi dan Karakter Konservasi sangat layak digunakan untuk perkuliahan microteaching biologi. Special target this research is publish book teaches Microteaching gets competence based and conservation of character. This research result is was resulted book teaches stated biological microteaching really reasonable by media expert and biology material expert. On validates I to be gotten by percentage average estimation 80,75 by criterions really reasonable, and on validates II. acquired percentage average usufruct estimation as 86.36% by criterions really reasonable be utilized. Conclusion of this research that book teaches Microteaching gets Interest basis and Conservation Character so reasonable be utilized for microteaching's lecturing biological