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The Effect of Microteaching on the Teaching Skills of Pre-service Science Teachers
| Content Provider | Semantic Scholar |
|---|---|
| Author | Bakir, Selda |
| Copyright Year | 2014 |
| Abstract | The training of the skilled teachers is a matter that concerns every country in the world. If so, what are the skills a teacher needs? Teacher skills can be divided into two groups; personal and professional. Personal characteristics include interest in the profession and being a model person (Kavcar, 2002). In general, professional skills include planning, identifying and using the right methods and techniques, effective communication, keeping the students’ attention and being aware of their needs, class management, time management, grading and evaluation (MEB, 2008; Demirel, 2010). The most important factor that distinguishes professional skills from personal characteristics is that the professional skills can be taught (Demirel, 2010). It has been emphasized, that the sessions under the supervision of professionals provide a feedback about performance that is effective in changing the classroom behavior of pre-service teachers (Rose & Church, 1998). One method that is used to help pre-service teachers to gain teaching skills is called microteaching. Microteaching is an important method, because it provides an opportunity to practice teaching skills in an artificial environment (Benton-Kupper, 2001; Erdem, Erdoğan, Özyalçın Özkay & Yılmaz, 2012), it has the least risk of failure (Erdem et al., 2012), it helps students gain professional experience before employment and it enables them to apply theoretical knowledge (Görgen, 2003; Erdem et al., 2012; Gürses, Bayrak, Yalçın, Açıkyıldız & Doğar, 2005; Mergler & Tangen, 2010). Microteaching enables pre-service teachers to gain self-confidence, by reducing the fear of making mistakes to a minimum in the exercises that are performed. It focuses on the teachers’ behavior, enabling pre-service teachers to plan and implement new teaching strategies and reflect on their actions (Erdem et al., 2012; Bell, 2007). Farnis tHe eFFeCt oF MICRoteACHInG on tHe teACHInG sKILLs oF PReseRVICe sCIenCe teACHeRs |
| File Format | PDF HTM / HTML |
| Volume Number | 13 |
| Alternate Webpage(s) | http://www.scientiasocialis.lt/jbse/files/pdf/vol13/789-801.Bakir_JBSE_Vol.13_No.6.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
