• Title, Summary, Keyword: 마이크로티칭

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Development of Web Based Micro-teaching system (웹 기반 마이크로티칭 시스템 개발)

  • Kwon, Sukjin;Jung, Hyojung;Cho, Hanchol
    • The Journal of the Korea Contents Association
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    • v.13 no.9
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    • pp.467-475
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    • 2013
  • Micro-teaching is one of instructional methods to improve teaching skills whereby teachers present short sessions and receive feedbacks on their performance. In this research, we developed the web based micro-teaching system for more efficient and effective teacher training by placing videotaped session and peer feedbacks near rather than far from each other on the screen. We analyzed previous studies related to the micro-teaching system, and interviewed pre-service teachers to find some suggestions. Based on this analysis, we drew design principles and developed web based micro-teaching system, which helps teachers to plan instructional strategies, to reflect teaching skills, and to participate in peer assessment. We hope that the system will be useful to not only teacher training but also other fields such as presentation or interview skills.

A Study on Mathematics Pre-service Teachers' reflection in Microteaching (마이크로티칭에서 수학 예비교사들의 반성에 대한 연구)

  • Shim, Sang-Kil;Yun, Hye-Soon
    • Journal for History of Mathematics
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    • v.25 no.1
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    • pp.89-105
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    • 2012
  • This study analyzed the lesson analysis reports and survey of pre-service teachers who have practiced the microteaching in order to identify the reflection of mathematics pre-service teachers. The professors who are teaching pre-service teachers need to propose the examples of an instructional model that can induce the opened reaction and the effective usage of time through interesting topics. In addition, pre-service teachers who have practiced the first microteaching have shown a lot of reflection more than expected. Therefore, to improve the quality of lectures, it is important for pre-service teachers to have experiences of microteaching and reflection.

A study on pre-service mathematics teachers' teaching behaviors and changes about motivation in microteaching (마이크로티칭에서 예비수학교사들의 동기유발에 대한 수업 행동과 변화)

  • Shim, Sang Kil
    • Communications of Mathematical Education
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    • v.29 no.4
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    • pp.643-660
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    • 2015
  • This study investigated how pre-service mathematics teaches' experience in microteaching influences their motivations toward teaching behaviors and changes by analyzing their teaching records and class reports. Although respondents planned to conduct various strategies pertaining to motivations, some of them were not used. Also, motivations toward their teaching behavioral changes leaded to positive aspects, but also leaded to negative ones. These findings imply that only two times microteaching experiences would not be sufficient to lead to positive teaching behavioral changes through their motivations. However, pre-service mathematics reported a high level of intention to change their teaching behavior through a comprehensive review process regarding their teaching. Therefore, teacher eduction institutions should develop well structured educational programs and apply them to pre-service mathematics teachers for a better understanding of their teaching and its review through motivations. In addition, providing opportunities for pre-service mathematics teachers to experience various educational programs including microteaching would be necessary for improving their teaching behavior through motivations.

Development of Microteaching supporting tool based on multimedia wiki (동영상 위키 기반 마이크로티칭 지원 도구 개발)

  • Kwon, Sukjin;Jung, Hyojung;Cho, Hangchol;Kim, Dongsik
    • Proceedings of the Korea Contents Association Conference
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    • pp.231-232
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    • 2011
  • 마이크로티칭은 교사들의 모의수업을 녹화한 후 피드백, 평가, 성찰의 과정을 통하여 수업 스킬을 개선하는 교수-학습방법으로 교직수업 및 교원연수 등에 활용되고 있다. 그러나 마이크로티칭을 진행하는 데에는 상당한 시간적, 물리적 부담이 부가되며, 때문에 더욱 의미있는 학습, 평가와 성찰의 기회가 허락되지 않기도 한다. 따라서 이를 효율적, 효과적으로 지원할 수 있는 방안이 모색되어야 한다는 요구가 있다. 본 연구에서는 동영상 위키 시스템에 기반을 둔 마이크로티칭 지원도구를 개발하였다. 이 시스템은 텍스트, 음성 기반 피드백 기능을 지원하여 교수자의 피드백을 보다 원활하게 도우며, 동영상 위키의 속성을 활용하여 동료피드백을 지원하여 능동적 상호작용이 이루어질 수 있다.

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Meaning of improving early childhood music classes by teaching in small group mentoring - Early childhood music teaching activities based on musical concepts; using microteaching analysis - (소그룹-멘토링을 활용한 유아음악 수업개선의 의미 탐색 - 음악적 개념에 기초한 유아음악 수업활동에 대한 마이크로티칭 분석을 중심으로 -)

  • Chang, Eun-Ju;Jo, Hye-Seon
    • Journal of Digital Convergence
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    • v.14 no.8
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    • pp.503-513
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    • 2016
  • The purpose of this study is to explore the meaning(significance) of improving early childhood music teaching classes while analyzing microteaching in small group mentoring process. Improvement on teaching was carried out in the form of fellow teacher mentoring made up of small groups of 4 members through microteaching analysis, and the research findings are as follows. First, it was discovered that a clear understanding of musical concepts and theories must take precedence for desirable teaching of early childhood music. Second, it could be confirmed whether musical concepts are well integrated with actual early childhood music teaching activities through small group mentoring. Third, in the process of small group mentoring using microteaching analysis, sympathy was found to be highly important in the improvement on early childhood music teaching by research participants.

A Study on Mathematics Pre-service Teachers' Teaching Behaviors and Changes in Microteaching (마이크로티칭에서 수학 예비교사들의 수업 행동과 변화에 대한 연구)

  • Shim, Sang-Kil;Yun, Hye-Soon
    • The Mathematical Education
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    • v.51 no.2
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    • pp.131-144
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    • 2012
  • The purpose of this study is to investigate the change of mathematics pre-service teachers' teaching behaviors in microteaching. This study is organized along the following lines: 1) mathematics pre-service teachers conduct twice microteachings, 2) the microteaching recordings and lesson observation reports written by pre-service teachers are analyzed. Through reviewing the first microteaching, pre-service teacher have reviewed and found out improvements of their teaching. In the second microteaching, pre-service teachers' teaching behaviors have been positively and effectively changed with respect to teaching methods, proposal of learning objectives, prior knowledge usage, presenting lesson's content, concise descriptions, brief language usages, multimedia, and appropriate questions. However, they frequently used inappropriate expressions from their unconscious habits. Therefore, the educational institutions should provide opportunities involved in well-structured microteaching training program with pre-service teachers, which in turn, help pre-service teachers to have more positive teaching competence.

The Effect of Microteaching on Self Efficacy and Speech Anxiety for Student Health Educators (마이크로티칭이 예비보건교육사의 자기효능감 및 발표불안에 미치는 효과)

  • Kwon, Myung-Soon;Cho, Hae-Ryun
    • Journal of Korean Public Health Nursing
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    • v.26 no.1
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    • pp.91-100
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    • 2012
  • Purpose: The purpose of this study was to examine the effects of microteaching for student health educators. Methods: Subjects included 43 students in the nursing department of "H" university. In order to measure the degree of self-efficacy and speech anxiety at pre-treatment and post-treatment, subjects in the experimental group underwent training in microteaching. Results: No significant difference of variance in self-efficacy and speech anxiety was observed between subjects in the experimental group and those in the control group. However, self-confidence, a sub-domain of self-efficacy, showed a significant increase from pretest to post-test. In addition, speech anxiety measured during the post-test showed improvement, when compared with that of the pretest. Conclusion: Findings of this study provide preliminary evidence that microteaching may result in improved speech behavior.

An analysis of nonnative English teacher trainees' foreign language teaching anxiety in reflective microteaching course (반성적 마이크로티칭과 비원어민 예비 영어 교사의 외국어 교수 불안감)

  • Kim, Hyun-Jin
    • English Language & Literature Teaching
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    • v.15 no.4
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    • pp.265-290
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    • 2009
  • The present data-driven study attempted to explicate nonnative English teacher trainees' foreign language teaching anxiety in microteaching settings from their perspectives. It is assumed that nonnative English teachers or teacher trainees may experience anxiety not only as foreign language learners but also as foreign language teachers. In order to inquire into their anxiety, the researcher had 172 teacher trainees perform extended microteaching tasks and reflect on their teaching and anxiety through group discussion. Based on the analysis of their discussion, three aspects related to nonnative English teacher trainees' anxiety were identified. First, teacher trainees identified three main types of anxiety-provoking situations: communicative-competence-threatening situations, unexpected situations, and instruction-hindering situations. Second, they identified three sources of anxiety: limited ability to use English, lack of English teaching skills, and fear of criticism. Third, they were aware that they used diverse strategies to lower anxiety before and while teaching for different purposes. From their identification and awareness of anxiety-provoking situations, sources of anxiety, and anxiety-lowering strategies, they could reflect on professional qualifications as a foreign language teacher.

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The utilization of cooperative microteaching for pre-service mathematics teachers (중등수학 예비교사 교육에서 협동마이크로티칭의 활용 가능성 탐색)

  • Lee, BongJu;Yun, Yong Sik
    • The Mathematical Education
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    • v.53 no.3
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    • pp.399-412
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    • 2014
  • The purpose of this article is to suggest using cooperative microteaching in pre-service mathematics teachers education based on their perceptions of it after actual application case. The background of this study is that cooperative learning came into the highlight as a good method to cultivate teachers' competencies for creativity and character education as well as students' creativity and character in the mathematics classroom. 20 pre-service mathematics teachers participated in their cooperative microteaching and 16 of them responded to the survey. The collected data showed that the merits of cooperative microteaching are to ease the burden of preparing for class, to discuss how to teach mathematics, to debate what lesson is better, to receive valuable feedback form their peer, and so on. Also, it provided them with the chance for self-improvement in that they kept to make up for the week points in their teaching behavior. Meanwhile, they wanted longer time to experience their teaching and their own lesson.

Development of Distance Training Method for Improvement of In-Service Teacher's Teaching Ability (현직 교사의 교수 능력 향상을 위한 원격 연수 방법의 개발)

  • 구정모;한병래
    • Journal of the Korea Computer Industry Society
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    • v.5 no.4
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    • pp.415-426
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    • 2004
  • Distance teacher training is on the increase raplidly because of its merit. But distance teacher training's weak points with its quantitative increasement has been proposed. Especially many study said commonly that distance tearcher training has weak points for contents, teaching method, evaluation method. So in this study, we will develop the teaching method of distance teacher training to solve weak points of distance teacher training with microteaching, cognitive apprenticeship model, teacher evaluation method. We think this teaching method will improve a teacher's teaching ability.

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