INVESTIGATION OF PRE-SERVICE TEACHERS’ REFLECTIVE VIEWS ON MICRO-TEACHING IN REAL CLASSROOMS

Abstract

The aim of this study was to investigate the contribution of micro-teaching experience in real classroom from the pre-service teachers’ perspectives. The study was conducted as a descriptive study adopting the convergent parallel research design with 56 pre-service teachers. For data triangulation, both quantitative and qualitative data sets were collected through a questionnaire and reflection journals. The findings indicated that the participants appreciated the micro-teaching experience and defined it as helpful and effective to prepare them for further teaching. The main contributions of micro-teaching were reported as to develop and use materials, focus on students and prepare lesson plans.  At the end of the term, they mostly felt ready for teaching facing their weakness but finding a way to improve them. The main challenge of micro-teaching was mentors. The results revealed that practice is crucial and have significant contributions if they start earlier and do more practice.

Keywords

• Micro-teaching,pre-service teachers,teaching practice,Reflection

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