R. M. D. Rohan

2012/MPhil/16

Supervisor: Prof. M. Vithanapathirana

Efficacy of “Micro Teaching” in Teacher Education;

Background• Student teachers show weaknesses often in their

teaching skills• One of the reasons for these weaknesses is that they do

not have enough practical teaching opportunities.• When research on teacher education in international

arena was reviewed “Micro Teaching” was understood as a productive method to develop individual teaching skills of prospective teachers

Objectives of the studyTo review the theoretical background of

‘Micro Teaching.’To develop the questioning techniques of

prospective teachers using ‘Micro Teaching.’

To evaluate the efficacy of ‘Micro Teaching’ as a teacher training technique

Review of researchresearcher objectives sample methodology findings relevance

Abdurragaman, K (2010)

To study the effect of LCMT on the development of teaching competencies

Teacher candidates of Duzce University, Turkey

Action research LCMT had positive effects on teaching behaviours, planning, & classroom management

Research design & objectives

Aubrey Golightl (2010)

to assist teacher- trainees in the planning, design, and implementation of learner-centered instruction in the classroom.

Geography teacher trainees, North-West University, South Africa

Case study By the end of the first semester 85% of the participants were positive regarding the presentation of micro lessons and only15% still harbored negative feelings.

Micro teaching

Nandita Deb (2011) To find out the effectiveness of micro teaching skills in teaching geography at the secondary level

Geography teachers and students

An experimental study conducted at Rabindra Bharati university

Micro teaching gave teachers positive teaching experience.

Micro teaching

Sample/ParticipantsThe target population of the research is student

teachers of English, studying at National Colleges of Education

The research is conducted as an action research with 30 2nd year students of 2013/2016 batch of Pasdunrata National College of Education

The sample is a convenience sample consisting of 30 student teachers of English studying the subject Education Practice

Research DesignThe research attempts to develop the

questioning techniques of student teachers using “Micro Teaching”.

It tries to develop a syllabus model that can be used in the classroom to develop questioning techniques.

Since it is an attempt in developing the classroom practice, the design is an Action Research.

Micro Teaching CycleCheck list – to evaluate the questioning techniques

of student teachers, by supervisorsObservation schedules – to record the questions &

questioning techniques of student teachers by peer observers

Audio taping – to record the post lesson discussions

Semi structured observation schedule – to record the important incidents during the post lesson discussions

Micro Teaching Cycle (Singh, 2004)

InterventionIntervention of the research followed the ‘Micro

Teaching’ cycleCertain adaptations to the ‘Micro Teaching’ cycle

were made to suit the setting of the researchA ‘Skill Plan’ was introduced to the planning stage

because the existing Activity Plan did not focus on one particular teaching skill

A new critique session was introduced after the ‘Modeling’ stage where videoed model lessons were shown

Findings/conclusions‘Micro Teaching’ has been successful in developing

the questioning techniques of prospective teachers. When the peer group acts as the students the

responses became artificial. Therefore, using school children as students is

suggested to have more authentic responses. Second cycle of the research has been planned to be

conducted using school children as studentsThe intervention is proposed to be repeated for

another teaching skill to validate the findings of the research.

Reference Aggarwal, J. C. 2013. Essentials of Educational Technology. Innovations

in Teaching – Learning. Dlhi, Vikas Publishing house Pvt. Ltd. Asking Questions to Improve Listening. The Teaching Center.

Washington University.(2009)Retrieved fromhttp://teachingcenter.wustl.edu/strategies/Pages/asking-questions.aspx on 12.02.2014

Innovations and Initiatives in Teacher Education in Asia and the Pacific Region. (1990).(Vol-II).Bangkok, UNESCO Principal Regional Office for Asia and the Pacific

Lim, C.P. Cock, K. Lock, G. Innovative Practices in Pre-Service teacher education, An Asia-Pacific perspective. Australia, Curtin University of Technology.

Professional Development among Academic Staff at Selected Malaysian Public Universities: Preliminary Findings of the Impact of the Basic Teaching Methodology Courses, International Journal of Business and Social Science 2(3) 2011.p.125

Roy, P. Research Scholar. An Experimental Study to Find Out the Effectiveness of Some Micro Teaching Skills in Teaching Geography at the Secondary Level. West Bengal, Rabindra Bharati University.

Singh,Y.K. 2004. Micro Teaching: Modified Syllabus of Indian Universities/ Training Institutes & Colleges. New Delhi, APH Publishing Corperation.

Thank you