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

Öz

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.

Anahtar Kelimeler

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

Kaynakça

1. Al-Methan, A. E. (2003). Merits of micro-teaching as perceived by student teachers at Kuwait University. Journal Pendidikan, 28, 65-76.
2. Arsal, Z. (2015). The effects of micro-teaching on the critical thinking dispositions of preservice teachers [online]. Australian Journal of Teacher Education (Online), 40(3),140-153.
3. Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.
4. Celen, M. & Akcan, S. (2017). Evaluation of an ELT practicum programme from the perspectives of supervisors, student teachers and graduates. Journal of Teacher Education and Educators, 6(3), 251-274.
5. Cheng, E. (ret., 2015). Enhancing the quality of pre-service teachers’ learning in teaching practicum. Retrieved from http://libir1.ied.edu.hk/pubdata/ir/link/pub/Enhancing%20the%20Quality%20of%2 0Pre-service%20Teacher%20Learning%20in%20Teaching%20Practicum.pdf
6. Creswell, J. W. and Plano Clark, V. L. (2011). Designing and conducting mixed methods research. 2nd Edition, Los Angeles: Sage Publications.
7. Creswell, J. W. (2013). Steps in conducting a scholarly mixed methods study. DigitalCommons@University of Nebraska – Lincoln. Retrieved from https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1047&context=dberspeakers
8. Cetin, S. (2013). The effect of micro-teaching applications that are used in teaching practice course on classroom management self-efficacy convictions of students. International Journal of Academic Research, 5(4), 375-379.

9. Davies, M. A., Brady, M., Rodger, E. & Wall P. (1999). Mentors and school-based partnership: ingredients for professional growth. Action in Teacher Education, 21(1), 85-96.
10. Doyle, W. (1990). Themes in teacher education research. In Handbook of Research on teacher education, Edited by: Houston, W. R. 3–24. New York: Macmillan.
11. Haigh, M., Pinder, H., & McDonald, L. (2006). Practicum's contribution to teacher learning to teach. Paper presented at the British Educational Research Association Conference, University of Warwick, England.
12. He, C. & Yan, C. (2011). Exploring authenticity of micro-teaching in pre-service teacher education programmes. Teaching Education, 22(3), 291-302.
13. HEC (2006). Explanation on new teacher education programs, http://www.yok.gov.tr/web/guest/icerik//journal_content/56_INSTANCE_rEHF8BIsfYRx/10279/49875).
14. Ghanaguru, S., Nair, P. & Yong, C. (2013). Teacher trainers’ beliefs in micro-teaching and lesson planning in a teacher training institution. The English Teacher, 42(2), 104-116.
15. Ingersoll, R, & Smith, T. (2003). The wrong solution to the teacher shortage. Educational Leadership, 60(8), 30-33.
16. Ismail, S. A. A. (2011). Pre-service teachers’ micro-teaching eperiences in a preservice English teacher education program. Journal of Language Teaching and Research, 2(5), 1043-1051
17. Ismail, S. A. A. (2011). Pre-service teachers’ micro-teaching eperiences in a preservice English teacher education program. Journal of Language Teaching and Research, 2(5), 1043-1051
18. Ismail, S. A. A. (2011). Pre-service teachers’ micro-teaching eperiences in a preservice English teacher education program. Journal of Language Teaching and Research, 2(5), 1043-1051
19. Ismail, S. A. A. (2011). Pre-service teachers’ micro-teaching experiences in a preservice English teacher education program. Journal of Language Teaching and Research, 2(5), 1043-105
20. Kpanja, E. (2001). A study of the effects of video tape recording in micro-teaching training. British Journal of Educational Technology, 32, 483–486. Retrieved from 10.1111/bjet.2001.32.issue-4
21. Mann, S. M., & Tang, E. H. H. (2012). The role of mentoring in supporting novice English language teachers in Hong Kong. TESOL Quarterly, 46(3), 472-495.
22. Morse, J.(1991). Approaches to qualitative-quantitative methodological triangulation. Nursing Research, 40, 120-123
23. Özdaş, F. ve Çakmak, M. (2018). Öğretmen adaylarının öğretmenlik uygulaması dersine ilişkin metaforik algıları. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 7(4), 2747-2766.
24. Özkan, E. & Kınay, İ. (2015). Öğretmen adaylarının konuşma kaygılarının incelenmesi (Ziya Gökalp Eğitim Fakültesi örneği). Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 4(3), 1290-1301.
25. Salihoglu, U. M. Pre-Service Teachers’ and Their Instructors’ Beliefs on the Effectiveness of an English Language Teacher Education Program. Procedia, Social and Behavioral Sciences. 46, 3440-3444.
26. Seidman, E. (1968). Micro-Teaching in English Education: Some Basic Questions. Conference on English Education, 6, 47-53.
27. Starkey, L. and Rawlins, P. (2012). Student teacher learning during practicum experience. Tean Journal, 4(1).
28. Tuli, F. and File, G. (2009). Practicum experience in teacher education. Ethiopian Journal of Education and Science, 5(1), 107 – 116.
29. Yıldırım, A. & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
30. Wallace, M.J. (1991). Training Foreign Language Teachers. Cambridge: Cambridge University Press.
31. Wang, J. and Odell, S. J. (2007), An alternative conception of mentor-novice relationships: learning to teach in reform-minded ways as a context. Teaching and Teacher Education, 23(3), 473-489.
32. Wang, J. and Odell, S. J. (2007). An alternative conception of mentor-novice relationships: learning toteach in reform-minded ways as a context. Teaching and Teacher Education, 23(3), 473-489.