The Effect of Microteaching On Pre-Service Chemistry Teachers’ Teaching Experiences

Year 2017, Volume: 46 Issue: 1, 202 - 230, 27.04.2017

Hüseyin Akkuş , Sinem Üner

https://doi.org/10.14812/cuefd.309459

Cited By: 10

Abstract

The purpose of this research is to examine the
effect of microteaching on teaching experiences of pre-service chemistry
teachers. The research which was a one-group pretest-posttest design study was
conducted with 31 pre-service chemistry teachers in a state university in
Turkey in 2009-2010 fall semesters. The data of the research was collected by using
self-evaluation, group evaluation, peer-evaluation, researchers’ evaluations,
observer evaluation together with students’ self-reflective essays and feedback
forms. The data obtained from this study shows that pre-service chemistry
teachers lack skills related to teaching experience before applying
microteaching. Also the results of this study show that microteaching
contributed to the development of communication skills performance, illustrated
talk performance, and process skill lesson performance of the pre-service
teachers. Moreover, pre-service chemistry teachers realized the deficiencies in
their chemistry teaching practices and overcame them, emphasized the
relationship between chemistry and daily life more, became more aware of
students’ misconceptions about chemistry topics due to the microteaching
technique.

Keywords

Microteaching, Teaching experience, Pre-service chemistry teacher

Kimya Öğretmen Adaylarının Öğretim Becerilerine Mikroöğretimin Etkisi

Abstract

Bu araştırmanın amacı, kimya öğretmen adaylarının
öğretim becerileri üzerine mikro öğretimin etkisini incelemektir. Tek grup
öntest-sontest deseninde olan bu çalışma, 2009-2010 güz döneminde Türkiye’deki
bir devlet üniversitesinde öğrenim gören 31 kimya öğretmen adayı ile yürütüldü.
Araştırmanın verileri; öz-değerlendirme, grup değerlendirme, akran
değerlendirme, araştırmacı değerlendirmeleri ve gözlemci değerlendirmeleri ile
öğrenci dönüt formları ile toplandı. Çalışma grubundan elde edilen veriler,
öğretmen adaylarının uygulamadan önce öğretim deneyimleriyle ilgili
becerilerinde eksiklikler olduğunu göstermektedir. Ayrıca, bu çalışmanın
sonuçları mikro öğretimin, öğretmen adaylarının iletişim becerileri
performansı, gösterim ve sunum performansı ve dersle ilgili süreç becerisi
performansının gelişmesinde katkı sağladığını ortaya koymaktadır.

Keywords

Mikroöğretim, Öğretim deneyimi, Kimya öğretmen adayı

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