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Mikro Öğretim: Yabancı-dil-olarak İngilizce Öğretmen Adaylarının Mesleki Öğrenmeleri İçin Bir Teknik

Yıl 2021, , 628 - 651, 30.04.2021
https://doi.org/10.17679/inuefd.804714

Öz

Öğretme pratiği yapma aday öğretmen yetiştirme programlarında önemli bir yere sahiptir ve mikro öğretim tekniği aday öğretmenlerinin edindikleri pedagojik alan bilgisini uygulamaya aktarabilecekleri bir ortam oluşturmak adına uygulanmaktadır. Bu nitel çalışma, aday İngilizce öğretmenlerinin Çocuklara Yabancı Dil Öğretimi II dersinde yaptıkları ya da gözlemledikleri mikro öğretimlerle alakalı görüşlerini, arkadaşlarından aldıkları geri dönütlerin mesleki öğrenmelerini ne oranda katkı sağladığını, kendi mikro öğretimleri üzerine yansıtma yapmalarının mesleki öğrenmelerine sağladığı katkıya dair görüşlerini ve mikro öğretim sürecinin aday İngilizce öğretmenlerine daha fazla katkı sağlayabilmek için nasıl iyileştirilebileceğini araştırmak için yürütülmüştür. Bulgular, mikro öğretim yapmanın mesleki öğrenmede etkili olduğunu ortaya koyarken, arkadaşlardan alınan geri dönütün mesleki öğrenmeye katkısı açısından farklı fikirlerin olduğunu ortaya koymuştur. Bulgular, aynı zamanda, mikro öğretim üzerine öz değerlendirme yapmanın mesleki öğrenmeye katkı sağladığını işaret etmekte ve mikro öğretim sürecinin iyileştirilebilmesi için katılımcıların önerilerini içermektedir. Bu çalışma, mikro öğretimin aday İngilizce öğretmenlerinin mesleki öğrenmeleri ve Çocuklara Yabancı Dil Öğretimi II dersi özelinde yürütülmüş olsa da farklı disiplinlerden hali hazırda mikro öğretim tekniğini kullanan veya kullanmayı planlayan öğretmen eğiticileri için merak uyandırıcı olabilir.

Kaynakça

  • Allen, D. W., & Eve, A. W. (1968). Microteaching. Theory into Practice, 7(5), 181-185.
  • Arsal, Z. (2014). Microteaching and pre-service teachers’ sense of self-efficacy in teaching. Euroepan Journal of Teacher Education, 37(4), 453-464.
  • Bone, K., Bone, J., Grieshaber, S., & Quinones, G. (2019). A Peer Assisted Learning (PAL) approach to preservice teacher professional experiences in Australia: organisational friendships. Asia-Pacific Journal of Teacher Education, 47(4), 347-360.
  • Cambridge Assessment International Education. (2018). Developing your school with Cambridge: A guide for school leaders. Retrieved from https://www.cambridgeinternational.org/Images/271311-evaluating-teaching.pdf
  • d’Alessio, M. A. (2018). The effect of microteaching on science teaching self-efficacy beliefs in preservice elementary teachers. Journal of Science Teacher Education, 29(6), 441-467.
  • Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38, 181-199.
  • Diana, T. J. (2013). Microteaching revisited: using technology to enhance the professional development of pre-service teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 86(4), 150-154.
  • Donnelly, R., & Fitzmaurice, M. (2011). Towards productive reflective practice in microteaching. Innovations in Education and Teaching International, 48(3), 335-346.
  • Edwards, S., & Nuttall, J. (2015). Professional learning in pre-service and in-service teacher education: contexts and issues. Asia-Pacific Journal of Teacher Education, 43(3), 181-182.
  • Farrell, T. S. C. (2008). Promoting reflective practice in initial English language teacher education: Reflective microteaching. Asian Journal of English Language Teaching, 18, 1-5.
  • Fernandez, M. L. (2005). Learning through microteaching lesson study in teacher preparation. Action in Teacher Education, 26(4), 37-47.
  • Francis, D. (1997). Reconceptualising microteaching as critical inquiry. Asia-Pacific Journal of Teacher Education, 25(3), 207-223.
  • Gao, X. (2015). Promoting experiential learning in pre-service teacher education. Journal of Education for Teaching, 41(4), 435-438.
  • Golightly, A. (2010). Microteaching to assist geography teacher-trainees in facilitating learner-centered instruction. Journal of Geography, 109(6), 233-242.
  • He, C., & Yan, C. (2011). Exploring authenticity of microteaching in pre-service teacher education programmes. Teaching Education, 22(3), 291-302.
  • I’anson, J., Rodrigues, S., & Wilson, G. (2003). Mirrors, reflections and refractions: The contribution of microteaching to reflective practice. European Journal of Teacher Education, 26(2), 189-199.
  • Jones, J. L., & Jones, K. A. (2013). Teaching reflective practice: Implementation in the teacher-education setting. The Teacher Educator, 48, 73-85.
  • Karlström, M., & Hamza, K. (2019). Preservice science teachers’ opportunities for learning through reflection when planning a microteaching unit. Journal of Science Teacher Education, 30(1), 44-62.
  • Kloet, M. A. V., & Chugh, B. P. (2012). An interdisciplinary analysis of microteaching evaluation forms: how peer feedback forms shape what constitutes “good teaching”. Educational Research and Evaluation, 18(6), 597-612.
  • Kuswandono, P. (2014). University mentors’ views on reflective practice in microteaching: building trust and genuine feedback. Reflective Practice, 15(6), 701-717.
  • McDonald, M., Kazemi, E., Peterson, M. K., Mikolasy, K., Thompson, J., Valencia, S. W., & Windschitl, M. (2014). Practice makes practice: Learning to teach in teacher education. Peabody Journal of Education, 89(4), 500-515.
  • Mcknight, P. C. (1971). Microteaching in teacher training: A review of research. Research in Education, 6(1), 24-38.
  • Mergler, A. G., & Tangen, D. (2010). Using microteaching to enhance teacher efficacy in pre‐service teachers. Teaching Education, 21(2), 199-210.
  • Mikulec, E., & Hamann, K. (2019). “My eyes have been opened”: Pre-service secondary teachers exploring behaviour management through a microteaching Project. Action in Teacher Education, 41(1) 1-18.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Ng, C. H. (2017). Pre-service teachers teaching critical literacy through microteaching: Possibilities and constraints. Changing English, 24(1), 81-90.
  • Özcan, Ö., & Gerçek, C. (2019). Multidimensional analyzing of the microteaching applications in teacher education via videograph. Euroepan Journal of Teacher Education, 42(1), 82-97.
  • Parr, G., Wilson, J., Godinho, S., & Longaretti, L. (2004). Improving pre‐service teacher learning through peer teaching: process, people and product. Mentoring and Tutoring, 12(2), 187-203.
  • Prenger, R., Poortman, C. L., & Handelzats, A. (2018). The effects of networked professional learning communities. Journal of Teacher Education, 70(5), 441-452.
  • D’Rozario, V., Low, E. L., Avila, A. P., & Cheung, S. (2012). Service learning using English language teaching in pre-service teacher education in Singapore. Asia Pacific Journal of Education, 32(4), 441-454.
  • Ruys, I., Keer, H. V., & Aelterman, A. (2012). Examining pre-service teacher competence in lesson planning pertaining to collaborative learning. Journal of Curriculum Studies, 44(3), 349-379.
  • Skinner, B. (2012). Changing identities: an exploration of ESL trainee teacher discourse in microteaching. Classroom Discourse, 3(1), 46-64.
  • Zeichner, K. (2012). The turn once again toward practice-based teacher education. Journal of Teacher Education, 63, 376–382.
  • Zhang, S., & Cheng, Q. (2011). Learning to teach through a practicum-based microteaching model. Action in Teacher Education, 33, 343-358.

Microteaching: A Technique to Enhance English-as-a-Foreign Language Teacher Candidates’ Professional Learning

Yıl 2021, , 628 - 651, 30.04.2021
https://doi.org/10.17679/inuefd.804714

Öz

Practicing teaching occupies a vital place in initial teacher training programs, and microteaching technique is implemented in teacher training to create an environment where teacher candidates (TCs) have a chance to transfer accumulated content knowledge into practice. This qualitative case research was undertaken to explore a) English-as-a-foreign language (EFL) teacher candidates’ (EFLTCs) perceptions of the contribution of the microteaching they either conducted or observed in Teaching English to Young Learners (TEYLs) II course to their professional learning, b) to what extent getting feedback on their microteaching from peers reinforces their professional learning, c) their conceptions of the contribution of reflecting on their own microteaching to their professional learning, and d) how they would redesign the way the microteaching process was gone through to better serve EFLTC professional learning. The findings demonstrated microteaching was viewed as effective at enhancing professional learning and the incongruence with respect to their views on the contribution of receiving peer feedback to their professional learning. Additionally, the findings indicated that engaging in self-evaluation prompted EFLTC professional learning and a set of suggestions were put forward to improve microteaching experience for EFLTCs. Even though the effect of microteaching on professional learning was evaluated in the context of initial EFL teacher training and TEYLs II course, the findings of this research could be thought-provoking for teacher educators from diverse disciplines already integrating or intending to integrate microteaching into their teaching.

Kaynakça

  • Allen, D. W., & Eve, A. W. (1968). Microteaching. Theory into Practice, 7(5), 181-185.
  • Arsal, Z. (2014). Microteaching and pre-service teachers’ sense of self-efficacy in teaching. Euroepan Journal of Teacher Education, 37(4), 453-464.
  • Bone, K., Bone, J., Grieshaber, S., & Quinones, G. (2019). A Peer Assisted Learning (PAL) approach to preservice teacher professional experiences in Australia: organisational friendships. Asia-Pacific Journal of Teacher Education, 47(4), 347-360.
  • Cambridge Assessment International Education. (2018). Developing your school with Cambridge: A guide for school leaders. Retrieved from https://www.cambridgeinternational.org/Images/271311-evaluating-teaching.pdf
  • d’Alessio, M. A. (2018). The effect of microteaching on science teaching self-efficacy beliefs in preservice elementary teachers. Journal of Science Teacher Education, 29(6), 441-467.
  • Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38, 181-199.
  • Diana, T. J. (2013). Microteaching revisited: using technology to enhance the professional development of pre-service teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 86(4), 150-154.
  • Donnelly, R., & Fitzmaurice, M. (2011). Towards productive reflective practice in microteaching. Innovations in Education and Teaching International, 48(3), 335-346.
  • Edwards, S., & Nuttall, J. (2015). Professional learning in pre-service and in-service teacher education: contexts and issues. Asia-Pacific Journal of Teacher Education, 43(3), 181-182.
  • Farrell, T. S. C. (2008). Promoting reflective practice in initial English language teacher education: Reflective microteaching. Asian Journal of English Language Teaching, 18, 1-5.
  • Fernandez, M. L. (2005). Learning through microteaching lesson study in teacher preparation. Action in Teacher Education, 26(4), 37-47.
  • Francis, D. (1997). Reconceptualising microteaching as critical inquiry. Asia-Pacific Journal of Teacher Education, 25(3), 207-223.
  • Gao, X. (2015). Promoting experiential learning in pre-service teacher education. Journal of Education for Teaching, 41(4), 435-438.
  • Golightly, A. (2010). Microteaching to assist geography teacher-trainees in facilitating learner-centered instruction. Journal of Geography, 109(6), 233-242.
  • He, C., & Yan, C. (2011). Exploring authenticity of microteaching in pre-service teacher education programmes. Teaching Education, 22(3), 291-302.
  • I’anson, J., Rodrigues, S., & Wilson, G. (2003). Mirrors, reflections and refractions: The contribution of microteaching to reflective practice. European Journal of Teacher Education, 26(2), 189-199.
  • Jones, J. L., & Jones, K. A. (2013). Teaching reflective practice: Implementation in the teacher-education setting. The Teacher Educator, 48, 73-85.
  • Karlström, M., & Hamza, K. (2019). Preservice science teachers’ opportunities for learning through reflection when planning a microteaching unit. Journal of Science Teacher Education, 30(1), 44-62.
  • Kloet, M. A. V., & Chugh, B. P. (2012). An interdisciplinary analysis of microteaching evaluation forms: how peer feedback forms shape what constitutes “good teaching”. Educational Research and Evaluation, 18(6), 597-612.
  • Kuswandono, P. (2014). University mentors’ views on reflective practice in microteaching: building trust and genuine feedback. Reflective Practice, 15(6), 701-717.
  • McDonald, M., Kazemi, E., Peterson, M. K., Mikolasy, K., Thompson, J., Valencia, S. W., & Windschitl, M. (2014). Practice makes practice: Learning to teach in teacher education. Peabody Journal of Education, 89(4), 500-515.
  • Mcknight, P. C. (1971). Microteaching in teacher training: A review of research. Research in Education, 6(1), 24-38.
  • Mergler, A. G., & Tangen, D. (2010). Using microteaching to enhance teacher efficacy in pre‐service teachers. Teaching Education, 21(2), 199-210.
  • Mikulec, E., & Hamann, K. (2019). “My eyes have been opened”: Pre-service secondary teachers exploring behaviour management through a microteaching Project. Action in Teacher Education, 41(1) 1-18.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Ng, C. H. (2017). Pre-service teachers teaching critical literacy through microteaching: Possibilities and constraints. Changing English, 24(1), 81-90.
  • Özcan, Ö., & Gerçek, C. (2019). Multidimensional analyzing of the microteaching applications in teacher education via videograph. Euroepan Journal of Teacher Education, 42(1), 82-97.
  • Parr, G., Wilson, J., Godinho, S., & Longaretti, L. (2004). Improving pre‐service teacher learning through peer teaching: process, people and product. Mentoring and Tutoring, 12(2), 187-203.
  • Prenger, R., Poortman, C. L., & Handelzats, A. (2018). The effects of networked professional learning communities. Journal of Teacher Education, 70(5), 441-452.
  • D’Rozario, V., Low, E. L., Avila, A. P., & Cheung, S. (2012). Service learning using English language teaching in pre-service teacher education in Singapore. Asia Pacific Journal of Education, 32(4), 441-454.
  • Ruys, I., Keer, H. V., & Aelterman, A. (2012). Examining pre-service teacher competence in lesson planning pertaining to collaborative learning. Journal of Curriculum Studies, 44(3), 349-379.
  • Skinner, B. (2012). Changing identities: an exploration of ESL trainee teacher discourse in microteaching. Classroom Discourse, 3(1), 46-64.
  • Zeichner, K. (2012). The turn once again toward practice-based teacher education. Journal of Teacher Education, 63, 376–382.
  • Zhang, S., & Cheng, Q. (2011). Learning to teach through a practicum-based microteaching model. Action in Teacher Education, 33, 343-358.
Toplam 34 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Gülten Koşar 0000-0002-4687-4382

Yayımlanma Tarihi 30 Nisan 2021
Yayımlandığı Sayı Yıl 2021

Kaynak Göster

APA Koşar, G. (2021). Microteaching: A Technique to Enhance English-as-a-Foreign Language Teacher Candidates’ Professional Learning. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 22(1), 628-651. https://doi.org/10.17679/inuefd.804714
AMA Koşar G. Microteaching: A Technique to Enhance English-as-a-Foreign Language Teacher Candidates’ Professional Learning. INUEFD. Nisan 2021;22(1):628-651. doi:10.17679/inuefd.804714
Chicago Koşar, Gülten. “Microteaching: A Technique to Enhance English-As-a-Foreign Language Teacher Candidates’ Professional Learning”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22, sy. 1 (Nisan 2021): 628-51. https://doi.org/10.17679/inuefd.804714.
EndNote Koşar G (01 Nisan 2021) Microteaching: A Technique to Enhance English-as-a-Foreign Language Teacher Candidates’ Professional Learning. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22 1 628–651.
IEEE G. Koşar, “Microteaching: A Technique to Enhance English-as-a-Foreign Language Teacher Candidates’ Professional Learning”, INUEFD, c. 22, sy. 1, ss. 628–651, 2021, doi: 10.17679/inuefd.804714.
ISNAD Koşar, Gülten. “Microteaching: A Technique to Enhance English-As-a-Foreign Language Teacher Candidates’ Professional Learning”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22/1 (Nisan 2021), 628-651. https://doi.org/10.17679/inuefd.804714.
JAMA Koşar G. Microteaching: A Technique to Enhance English-as-a-Foreign Language Teacher Candidates’ Professional Learning. INUEFD. 2021;22:628–651.
MLA Koşar, Gülten. “Microteaching: A Technique to Enhance English-As-a-Foreign Language Teacher Candidates’ Professional Learning”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, c. 22, sy. 1, 2021, ss. 628-51, doi:10.17679/inuefd.804714.
Vancouver Koşar G. Microteaching: A Technique to Enhance English-as-a-Foreign Language Teacher Candidates’ Professional Learning. INUEFD. 2021;22(1):628-51.

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