Evaluation of the impact of microteaching in the training of student – teachers

Journal for Educators,Teachers and Trainers JETT,Vol. 15(2); ISSN:1989-9572 126 ISSN 1989–9572 DOI:10.47750/jett.2024.15.02.011 EVALUATION OF THE IMPACT OF MICROTEACHING IN THE TRAINING OF STUDENT – TEACHERS Mpho Portia Dikgwatle Journal for Educators, Teachers and Trainers, Vol. 15 (3) https://jett.labosfor.com/ Date of revision: 01 2024 DateofPublished:07 2024 Mpho Portia Dikgwatle (2024). EVALUATION OF THE IMPACT OF MICROTEACHING IN THE TRAINING OF STUDENT – TEACHERS. Journal for Educators, Teachers and Trainers, Vol. 15(2).126-139. Journal for Educators,Teachers and Trainers JETT,Vol. 15(2); ISSN:1989-9572 127 EVALUATION OF THE IMPACT OF MICROTEACHING IN THE TRAINING OF STUDENT – TEACHERS Mpho Portia Dikgwatle [email protected] Abstract: This study aims to investigate the effectiveness of microteaching as a teaching methodology for pre-service teachers at a university of technology in enhancing their teaching skills. The research employs a qualitative approach using a phenomenological design to explore the perceptions, experiences and feelings of purposively selected B Ed students and lecturers regarding microteaching. The total research population consists of B Ed students at the Central University of Technology Welkom Campus Faculty of Humanities, and the total . A sample wasof 42 participants, consisting of 24 B Ed students and 18 micro lesson assessors who are lecturers at the university has been purposefully selected. Data is to be collected using semi-structured interviews and open-ended questionnaires. Data collection procedures are to be conducted on the university campus. The literature review results show that microteaching is an effective approach to enhance the teaching skills of pre-service teachers, and that it helps in addressing presentation, content knowledge and stage fright. The literature review also highlights the possibility of introducing microteaching from the first year level of study. Therefore, student teachers should be fully prepared for their career, as microteaching enables them to practise teaching under controlled conditions. The study provides valuable insights into the effectiveness of microteaching in the teaching practice component and the experiences of lecturers and B. Ed students. Keywords: Bachelor of Education, Microteaching, Microlesson, Student teachers, Teacher training Introduction and background of the study This study stems from the researcher as an individual assigned to assist student teachers with microteaching and teaching practice. The microteaching theory as a module is offered at firstand second-year level of Bachelor of Education (B Ed) programmes. At second year micro lesson presentations are introduced and continue in detail at Journal for Educators,Teachers and Trainers JETT,Vol. 15(2); ISSN:1989-9572 128 third year level of study. At the fourth-year level, application of the theory and practice acquired during lecture and presentation of microteaching is done. The application takes place during teaching practise period. First-year student-teachers only go to teaching practice in the second semester for observations. Second-, thirdand fourthyear student-teachers go to teaching practice in both semesters and they are expected to co-teach. While at schools, first and second year student teachers find themselves in situations which require them to teach even though they are not ready as they have not gone through the actual microteaching process. This situation is not ideal as studentteachers teach without having practised essential teaching skills required for effective lesson presentation. As such, student-teachers lose confidence in their teaching abilities, which contributes to them developing less interest in their chosen career. Problem Statement It is perceived that student teachers’ participation in the microteaching helps identify their areas of strength and weakness and provide them with the opportunity to address those areas before participating in teaching practice and becoming fully fledged teachers. Some student teachers even at their fourth year of study, still show inability to develop comprehensive and logical lesson plans, have reservations about their ability to instruct, to communicate with students, and to manage the classroom. Therefore, there is a need to evaluate the impact of microteaching in the training of student teachers. Aims and Research Questions • This study aims to evaluate how microteaching impacts the training of studentteachers. This aim leads to the following research question of the study. • To evaluate if the limited presentation of microlessons at the third-year level of training is beneficial to student-teachers. In order to answer the research question mentioned above, objectives were to be achieved. The objectives were: Research question • How does microteaching impact the training of student-teachers? Significance of the study The study will benefit B Ed student teachers, lecturers and the schools, in that student teachers will be fully prepared for their career. Formal microteaching makes it possible to concentrate on specified teaching behaviour and to practise teaching under controlled conditions (Arsal, 2014). Microteaching enables the student-teachers to address their presentation, content knowledge and any weaknesses identified by assessors/peers. Microteaching is done by third-year students. This has proved to be a challenge during teaching practice; thus, regular Journal for Educators,Teachers and Trainers JETT,Vol. 15(2); ISSN:1989-9572 129 microteaching sessions eliminate stage fright and assist in confidence-building. The study will investigate the effectiveness of microteaching in the teaching practice component by looking into how microteaching is conducted in the three teaching programmes that are offered in the institution and weighing the possibility of introducing microteaching from the first-year level of study. Theories supporting this research A theoretical framework is a rationally created and connected set of concepts and premises that a researcher develops to build a study from one or more theories (Varpio, Paradis, Uijtdehaage & Young, 2020). The study is grounded in the theories of Bandura's social cognitive theory, Knowles' adult learning theory, and social development theory. Namely, social constructivism and social learning theory, that are explored. Social constructivism theory This theory assumes that understanding, significance, and meaning are developed in coordination with other human beings. Social constructivism is a theory of knowledge in sociology and communication theory that examines the knowledge and understandings of the world that are developed jointly by individuals (Amineh & Asl, 2015). According to social constructivists, the process of sharing individual viewpoints, known as collaborative elaboration (Meter & Stevens, 2000), leads to learners developing understanding together, which is impossible to do alone (Greeno, 1996). Microteaching sessions are arranged according to social constructivism theory to allow student-teachers to socially construct knowledge. It is a multi-strategy approach to learning that involves active participation from both the teacher and the students in a discussion format. In reciprocal teaching, four basic methods are used, namely questioning, clarifying, forecasting, and summarising (Mackov, 2016). During microteaching presentations, the goal is for students to become more self-aware and responsible for their learning, as well as to increase their understanding. According to Yilmaz (2011), Vygotsky's Theory of Social Constructivism focuses on the relationship between the person and society, as well as how social interaction and language affect learning and cognition development. During microteaching, student instructors actively participate in problem-solving and critical thinking through learning to construct knowledge socially. Social learning theory Social learning theory focuses on learning in a social context and how people learn from one another. Early work centred on the idea of observational learning, in which the learner watches a live or symbolic model and subsequently repeats the model's method, approach, task, or skill Bethards (2014). As stated by Bandura (1978) developed the social learning theory because he believed that behaviourism alone could not explain all the elements of learning. He felt that behaviour and environment were intertwined, and the changes he saw in a child's behaviour after witnessing an adult display hostility inspired him to develop his social learning theory (Edinyang & David, 2016). Journal for Educators,Teachers and Trainers JETT,Vol. 15(2); ISSN:1989-9572 130 According to Bandura, self-regulation allows people to manage our behaviour; this necessitates self-observation, judgments about ourselves and our surroundings, and self-response. Social learning can thus be defined as an observer’s behaviour changing after observing the behaviour of a model, be it positive or negative. As found by Kusumawati, Wahono, Bowo and Utomo (2015), microteaching involves courses with several objectives, including helping students understand the basics of microteaching, training students to prepare lesson plans, establishing and improving basic teaching-based competencies, fostering and improving basic and integrated teaching competencies, establishing personality competence, and establishing social competence. Before beginning the microteaching presentation, the lecturer must first demonstrate how to accomplish a specific skill(s). Following lecturer demonstrations, student-teachers must emulate the lecturer and demonstrate how to perform specific tasks; this is referred to as social learning. Assessors will provide direction and support to studentteachers as they perform the competencies. Now that background to the theories used in the research regarding microteaching has been given, the following sections will describe the purpose, processes and impact of microteaching. Literature Review This review of literature relates to research findings and their implications that form the basis for this study relating to the effectiveness of microteaching on pre-service teachers’ at a university of technology. It will discuss the impact of microteaching on student-teachers, drawback of not having microteaching, benefits of microteaching, microteaching process and microteaching in the South African context. This review of literature relates to research findings and their implications that form the basis for this study relating to the exploration of the effectiveness of microteaching. It discusses the impact of microteaching on studentteachers, drawbacks to not having microteaching, benefits of microteaching and microteaching in the South African context programmes provide viable solutions to problems associated with novice teachers. This literature review pertains to the research discoveries and their consequences, which establish the groundwork for the effectiveness of microteaching on pre-services teachers in a Central University of Technology. It will encompass the the impact of microteaching on student-teachers, drawbacks to not having microteaching, benefits of microteaching, microteaching process, microteaching in the South African context programmes provide viable solutions to problems associated with novice teachers. The impact of microteaching on student-teachers Microteaching is an important part of all teacher preparation programs because it helps students gain a better understanding of the teaching process and its complexities. Within the ‘teach, critique, re-teach’ strategy used for many teaching education programs, microteaching is used as a technique for professional trainers' personality development and confidence-building (Taole, 2015). According to Otsupius (2014:184), microteaching is a "scaled-down teaching encounter aimed at acquiring new talents and polishing old ones". Despite its anxiety, Journal for Educators,Teachers and Trainers JETT,Vol. 15(2); ISSN:1989-9572 131 microteaching has proven to be a successful approach to teacher education. Sosibo (2012) affirms that teachers should be able to deal with a variety of learning situations and pupils. Microlessons are an effective method for training student-teachers in teaching skills and developing effective teaching tactics (Ping, 2013). Teacher education must provide student-teachers with classroom management, curriculum design, lesson planning, lesson presenting, and performance reflection abilities (Sosibo, 2012). In addition, critical thinking is enhanced when student-teachers cooperate and share ideas for mini-lesson presentations (Arsal, 2015). When students behave as learners, they develop observation and feedback abilities, which they demonstrate when they comment on the teachings they observed (Bilen, 2015). Microlessons help student-teachers improve their critical and reflective thinking skills, as well as their ability to speak in front of a group and successfully manage their time (Saban & Oklar, 2013). Drawbacks to not having microteaching This emphasizes how crucial it is for the preparation of teachers for the classroom; microteaching takes a lot of time and resources. However, there are still certain difficulties with microteaching, and these difficulties have been identified by numerous academics. These are the difficulties: Stage fright or anxiousness, ineffective lesson planning, poor classroom management, and a lack of assessment and mentor-teacher feedback, among other things, are contributing reasons. The study conducted by Al-(2016) Momani at KSA looked at problems with teaching practice at the faculty of education from the perspectives of supervisors and aspiring teachers. The results showed that these challenges for prospective teachers in practice were related to their concerns about teaching, their communication skills, and the relationship between theory and practice. Nearly all of the student teachers who were placed in this situation for the first time, according to Makafane (2020), displayed a great deal of difficulty standing in front of an audience. According to research by Makafane (2020), one of the challenges of microteaching is that student teachers frequently over-plan or underplan lessons. The supervisor must approve lesson plans before student teachers can enter the microteaching lab. The demands and complexity of what it means to teach are frequently underestimated by student teachers (Moosa, 2019). Universities now have the chance to overcome this gap by creating programs that assist in preparing firstyear students for teaching experience. This is congruent with the Mafokane (2020) study, which highlights pilot teaching and then orally provides remarks in front of others to ensure that the next student teacher who will stand at the podium does not make the mistakes that the previous student teacher was warned about. This has been proven to be beneficial since it allows the students to reflect on themselves and learn from one another. The supervisors of student instructors are expected to provide them with constructive criticism so they can make the necessary improvements to their professional skills (Aldabbus, 2020). Some of the participants, however, feel that their superiors do not provide them with enough feedback. The micro-teaching committees must attempt to reduce these disturbances by establishing a structured environment for learning and capturing students' attention by instructing student teachers on how to create dynamic lessons. Finally, administrators ought to handle every student concern with stability, equity, and consistency. Benefits of microteaching Journal for Educators,Teachers and Trainers JETT,Vol. 15(2); ISSN:1989-9572 132 Participation in micro lessons is an integral part of teacher training, providing student teachers with valuable exposure to authentic teaching situations. As emphasized by Punia, Miglani, and Singh (2016), these micro lessons serve as a platform for enhancing teaching skills and nurturing self-confidence, which are essential qualities for effective educators. Throughout various phases of micro lessons, student teachers engage in deliberate practice, allowing them to acquire a diverse set of skills that ultimately lead to adjustments and refinements in their teaching approaches, as demonstrated by Kumar's research in 2016. The research conducted on microteaching consistently highlights its significant impact on enhancing student teachers' subject matter knowledge. Damalie (2018) underlines this point, showcasing the undeniable importance of this aspect of teacher preparation. Additionally, James, Uwannah, Egwuonwu, and Joshua (2022) emphasize the critical nature of student teachers being well-versed in the subjects they are to teach. This sentiment is further supported by Cobilla's study (2014), which demonstrates that preservice teachers who engage in microteaching exhibit excellent subject matter knowledge. Similarly, Godek's research (2016) among science teacher trainees underscores how microteaching significantly enhances subject matter understanding, highlighting the importance of mastering content. It becomes clear that microteaching Micro lessons also play a crucial role in enhancing critical teacher education competencies. Arsal (2015) underscores the positive impact of micro lessons on competencies such as critical thinking, self-efficacy, apprehension, and personality. Ralph (2014) further accentuates how micro lessons contribute to the development of student teachers' professional competence and confidence. Herrera, Vielma, & Muñoz (2017) highlight the enhancement of planning skills, teamwork, and subject content mastery through micro lessons. Moreover, the process of self-training occurs when student teachers observe their peers' lesson presentations (Remesh, 2013), fostering skills in providing and receiving constructive feedback, which ultimately boosts their self-confidence (Banga, 2014). Additionally, micro lessons aid in the improvement of time management skills, classroom management skills, and the ability to overcome challenges experienced during the teaching process (Kilic, 2010). Microteaching is a powerful tool in teacher education, offering valuable experiential learning and skill development opportunities for student teachers. It bridges the gap between theoretical knowledge and practical application, enhancing subject matter knowledge, teaching competence, and overall confidence in aspiring teachers. The strategic integration of microteaching into teacher education programs and addressing associated challenges can significantly contribute to producing effective and competent educators. Microteaching process A strategy referred to as "micro-teaching" offers a valuable approach for a group of new teachers to enhance their professional knowledge and skills through mutual assessment. In this process, they also evaluate their own performance and that of their peers (Amobi & Irwin, 2009). Microteaching involves the acquisition of knowledge and skills (Kumar, 2016). During the knowledge acquisition phase, student teachers observe a demonstration Journal for Educators,Teachers and Trainers JETT,Vol. 15(2); ISSN:1989-9572 133 lesson to understand a specific skill, its role in the classroom, and its constituent behaviors (Louw, Du Toit, and Jacobs, 2016). In a typical microteaching session, an instructor delivers a brief lesson to a small group of four to six peers or students, lasting between five to ten minutes. Following the lesson, the group provides feedback and evaluation of the teacher's instructional approach. This feedback can be applied to even a single subject or a brief discussion, with the primary focus being on the "how" of teaching rather than the "what" of teaching. Various visual aids such as chalkboards, samples, models, projection equipment like overhead projectors or slide projectors, audio aids, or audio-visual aids may be utilized. If available, video recording can also be employed. Subsequently, the student teacher revises their lesson plan based on the feedback received and then re-delivers the material. This process of teaching, receiving feedback, and reteaching can be repeated to foster continuous improvement among student instructors. The foundation of microteaching lies in the notion that breaking down teaching tasks into smaller competencies facilitates their study and evaluation. Professors and fellow students can provide valuable analysis and feedback. This iterative cycle commences with the teacher educator demonstrating the required teaching technique that incoming instructors will adopt. After observing this modelling of the skill, the preservice teacher selects the assigned teaching skill and develops a lesson plan that allows them to practice and exhibit the teacher behaviours associated with that skill. It's important to note that microteaching places emphasis not on subject matter expertise but on the ability to effectively demonstrate the specific teacher behaviours inherent to a particular skill (Ike, 2017) Figure 1: Microteaching Cycle (Adapted from Ike, 2017; Nazir, 2011) Microteaching in the South African context In South Africa, teacher preparation programs have long included microteaching. It is still used in several ways in the post-apartheid era. Microteaching was employed in a multisite study, and it was found to be effective. In educational technique courses, it's typical for students to "teach" a lesson to their peers or other students to get experience with lesson preparation and delivery. This practice is known as microteaching (Bell 2007). In general, it has been discovered that microteaching offers efficient means of assisting future instructors in learning about Journal for Educators,Teachers and Trainers JETT,Vol. 15(2); ISSN:1989-9572 134 and considering instructional strategies (Bell 2007). According to Thabane (2019), because it is designed to prepare students for teaching practice, microteaching is a required subject in the beginning teacher education program. Its main strength is that it gives student instructors a supportive setting where they can practice their teaching techniques in small doses, get feedback on how they're doing, think about it, and then use it to get better at what they're doing. Micro lessons are a method of teacher preparation that helps aspiring educators develop their instructional techniques by having them lead smaller-scale classes (Banga, 2014). In a welcoming and relaxed environment, student teachers participate in microlessons as teachers, learners, and observers in the process (Ekşi, 2012). Student instructors practice their teaching skills by using a technique called a micro lesson (Anderson, Barr, and Baij, 2012). This gives them the chance to put the ideas they have learned into practice (Punia, Miglani & Singh, 2016). The majority of teacher applicants, however, find the experience to be initially challenging because their first impressions, experiences, and reactions can have a big impact on how they approach their future careers in teaching. The classroom presents a challenging setting for new teachers as they begin their practices. Remesh (2013) also emphasized the significance of holding microlessons frequently to acquire the required abilities. Micro lessons should be presented between five and ten minutes, in a smaller class, with fewer tasks to complete and skills to utilize, and student teachers should get feedback and re-teach after gaining feedback, according to Arsal (2015) and Banga (2014). Student teachers can learn a variety of teaching techniques through microteaching. According to Sosibo (2012), teachers need to be able to deal with a variety of learning environments and learner types. Micro lessons are an efficient method of providing teaching techniques to student teachers and creating efficient teaching strategies (Ping, 2013). (Ismail, 2011). According to Davids (2016), microteaching was used in a species university of technology to solve the issue that many students are not well prepared for teaching practice. All intermediate and senior phase (ISP) students (first through the fourth year) were given two weeks for microteaching and another two weeks for teaching practice (Davids, 2016). Suggested solutions for microteaching improvement Based on the findings of this study, which revealed that microteaching has a positive impact on the teaching abilities of student teachers in the field of business education, it is advisable to continue using microteaching as an effective method for enhancing their teaching skills. To instill confidence in student teachers and facilitate mastery during their teaching practice, educators should implement the teach-re-teach approach within microteaching cycles. Moreover, it is recommended that all educational institutions promote the use of video recording during microteaching practicum sessions. This allows student teachers to self-evaluate by identifying their strengths and weaknesses based on feedback provided through video analysis. The frequency of microteaching sessions should also be reevaluated, as consistent practice contributes to improved performance. The more opportunities student teachers have to engage in microteaching throughout their academic years, from the first to the fourth, the better they will grasp both general pedagogical knowledge and pedagogical content