• Title, Summary, Keyword: Microteaching

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Seeking the Meaning of Microteaching Experience to New Professors (마이크로티칭 경험이 신임교수에게 주는 의미 탐색)

  • Cho, Yong-Hyung;Seo, Young-Hee
    • Journal of Fisheries and Marine Sciences Education
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    • v.24 no.5
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    • pp.721-738
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    • 2012
  • The objective of this study is to provide university authorities with substantial help in enforcing Microteaching to new professors based on qualitative study. The subjects participated in this study are eleven new professors working for D college located in Busan and the study lasted for ten months from May 2011 to February 2012. The results of this study are as follow: First, new professors took cognizance of Microteaching both as a burdensome task and as a teaching evaluation tool. Second, they had difficulties confronting their exposed teaching realities and accepting the results of teaching evaluation. Third, Microteaching contributed to the shift of professors' attitude from teacher's perspective to students' and the shift of their cognizance from the existing teaching attitude to the improved, innovative, and open teaching attitude. Lastly, this paper proposes that Microteaching enforcement should be made through professors' voluntary participation based on the change of professors' cognizance on Microteaching and Microteaching consulting should be a progress-oriented process rather than an evaluation-oriented process.

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 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.

A Narrative Inquiry into Pre-Service Science Teachers' Reflective Thinking as Presented in Microteaching Lessons

  • Chung, Choong-Duk;Kang, Kyung-Hee
    • Journal of The Korean Association For Science Education
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    • v.32 no.9
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    • pp.1405-1416
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    • 2012
  • This study aims to analyze how pre-service science teachers' reflective thinking is presented during the microteaching process. The subjects of this study were 13 students who attended a lecture course on science teaching methods offered by the Department of Science Education of the College of Education at a national university. The simulated lessons that were performed during the microteaching process went through peer assessment and self-assessment. Then, the next set of lessons was conducted based on the assessment results. After the first set of simulated lessons, the pre-service teachers' reflection at the routine and technical levels was most remarkable in the focus dimension. In the inquiry and change dimensions, technical reflection stood out. Dialogic or transformative reflection was rarely presented. In addition, most of the pre-service teachers displayed mingling patterns of reflection levels in all of the three dimensions. The results of this study, in particular, prove that microteaching has a high level of applicability in terms of reflective thinking and instructional technology. Accordingly, there is a need for subsequent studies to create a new model that can encourage pre-service teachers' reflective thinking by structuralizing peer and self-assessment during the process of microteaching.

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.

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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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 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.

Promoting self-efficacy through microteaching in a flipped classroom in US teacher education: focusing on elementary pre-service teacher's ESL teaching for culturally and linguistically diverse English language learners (플립드 러닝에서 수업시연을 통한 미국 초등 예비교사의 자기 효능감 향상 방안: 다문화 배경 영어학습자 대상 ESL 수업시연을 중심으로)

  • Lee, Yong-Jik;Cho, Hyoung-Sook;Lee, Kyung-Cheol
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.18 no.8
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    • pp.221-230
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    • 2017
  • This study explores the impact of a flipped classroom, in terms of self-efficacy, for elementary pre-service teachers in US teacher education programs. This research project explores how ESL microteaching activity in the flipped classroom shapes teacher-candidates' self-efficacy regarding teaching culturally and linguistically diverse (CLD) students. By analyzing ESL microteaching videos, pre-service teachers' reflection papers, and individual interviews with the course instructors, the study results show how pre-service teachers enhance their self-efficacy in teaching CLD English language learners in mainstream content subject classrooms. Moreover, the researchers provide suggestions on how teacher educators can utilize the flipped classroom to create an authentic and meaningful learning experience, such as using ESL microteaching for pre-service teachers to shape their self-efficacy in order to be well-prepared for CLD English language learners. The implication is that Korean pre-service teachers should be prepared to teach CLD students in their mainstream classrooms.