• 수산해양교육연구
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• 제24권5호
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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.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권2호
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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.

• 한국과학교육학회지
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• 제32권9호
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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.

• 한국수학사학회지
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• 제25권1호
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• pp.89-105
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• 2012

본 연구는 마이크로티칭에서 수학 예비교사들의 반성에 대해 알아보기 위하여 예비교사들이 작성한 수업 분석 보고서 및 설문지를 분석하였다. 예비교사들은 마이크로티칭에서 중요한 내용의 반복과 요점 정리는 잘 시도되고 있으나 학습자의 다양한 반응을 요구하는 질문에서는 미흡하다고 반성하고 있다. 따라서 예비교사를 지도하는 교수자들은 예비교사들에게 열린 반응을 유도하는 수업 방법과 시간을 효율적으로 활용하는 방법에 대한 수업 모형과 예시를 제시하고, 예비교사들이 마이크로티칭을 통해 이를 경험할 수 있도록 기회를 제공해야 한다. 또한, 마이크로티칭을 처음 경험하는 예비교사들도 마이크로티칭을 통해 생각보다 많은 반성적 요소와 미래의 수업 개선에 대한 의지를 찾아볼 수 있었다. 따라서 수업에 대한 전문성을 향상시키기 위해 예비교사들에게 마이크로티칭과 이에 대한 반성의 기회를 가능한 많이 제공해야 한다.

• 한국수학교육학회지시리즈A:수학교육
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• 제53권3호
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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.

• 한국보건간호학회지
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• 제26권1호
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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.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제26권4호
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• pp.311-331
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• 2023

This article explores how mathematics teacher educators (MTEs) engaged in collaborative inquiry into the microteaching experiences of preservice teachers (PSTs), ultimately developing a noticing framework through collective MTE inquiry. We delve into the specifics of what MTEs notice focusing on three emerging categories of noticing on PST's microteaching videos-lesson structure, task quality, and teaching practices. Each category, along with MTEs' noticing within these components, is elaborated through vignettes. This approach positions MTEs' noticing as a crucial element in the overarching vision to enhance the teaching practices of PSTs.

• 영어어문교육
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• 제15권4호
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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.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제29권4호
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• pp.643-660
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• 2015

본 연구에서는 마이크로티칭에서 예비수학교사들의 동기유발에 대한 수업 행동과 변화를 알아보기 위해 두 차례의 마이크로티칭을 실시하고, 녹화된 자료와 수업 분석보고서를 분석하였다. 예비수학교사들은 동기유발을 위해 다양한 전략을 사용하였으나 사용하지 못하는 전략들도 있었다. 또한, 동기유발에 대한 행동 변화에서 긍정적인 측면도 있지만, 그렇지 못한 경우도 있다. 이는 두 차례의 마이크로티칭의 경험만으로 모든 동기유발 전략에 관련된 수업 개선의 효과를 기대하기 힘들다는 것이다. 그러나 마이크로티칭을 통해 예비수학교사들은 반성에 의한 행동 변화와 미래 수업에 대한 개선의 의지를 보였다. 따라서 예비수학교사들이 자신의 수업에 대한 반성을 통해 수업을 개선할 수 있도록 체계적인 교육 프로그램의 개발과 이를 교원 양성기관인 대학에서 효율적으로 활용하는 방안에 대한 연구가 필요하다. 아울러, 예비수학교사들의 동기유발에 대한 수업 행동의 개선을 위해 마이크로티칭과 같은 다양한 교육 프로그램을 예비수학교사들에게 더 많이 제공할 필요가 있다.

• 디지털융복합연구
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• 제14권8호
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• pp.503-513
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• 2016

본 연구는 소그룹-멘토링을 활용한 마이크로티칭 분석 과정에서 나타난 유아음악교육 수업개선 의미 탐색을 목적으로 하였다. 연구 참여자 12명은 2015년 1학기 동안 교육대학원 수업을 들으며, 음악적 개념을 가르치기 위한 유아음악 수업활동 및 수업개선을 실행하였다. 연구 결과는 다음과 같다. 첫째, 마이크로티칭 수업영상 분석 결과, 바람직한 유아음악 수업을 위해서는 음악개념 이론에 대한 명확한 이해가 선행되어야 함을 인식하였다. 둘째, 소그룹-멘토링을 활용한 마이크로티칭 분석을 통해 음악적 개념이 실제 유아음악 수업활동에 잘 통합되어 있는 지 확인할 수 있었다. 셋째, 마이크로티칭 분석을 활용한 소그룹-멘토링 과정에서 공감은 연구 참여자의 유아음악 수업개선 실행에 있어 매우 중요함을 인식하게 된 것으로 나타났다.