The Use of Microteaching in Prospective English Teacher Training
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This study investigated the usefulness of microteaching and microteaching experiences in English teacher training from prospective teachers’ perspectives. 14 undergraduate students who were pursuing a teaching certificate participated in the study. The data consisted of interview transcripts, reflective journals, lesson plans, and teaching materials along with videotaped microteaching sessions. Three themes emerged from data analyses: learning through microteaching experience, taking an easy way when planning, and experiencing difficulties due to time constraint. Learning took place when they engaged in teaching itself. Sharing peers’ microteaching on the course websites and offering feedback to peers had an effect on their learning. The professor’s positive feedback and suggestions for improvement encouraged and motivated them. The participants took an opportunity to see differences between their actual teaching and original intentions in teaching through writing a reflective paper. However, when planning, the participants used a ready-made lesson plan or teaching materials downloaded from Internet websites for English teachers. They also experienced difficulties due to the ‘miniature’ concept about microteaching. The concept drove them to include more than two activities, which seemed more than their current teaching ability and experience. I made some suggestions to make microteaching more useful and effective.
Abstract
This study investigated the usefulness of microteaching and microteaching experiences in English teacher training from prospective teachers’ perspectives. 14 undergraduate students who were pursuing a teaching certificate participated in the study. The data consisted of interview transcripts, reflective journals, lesson plans, and teaching materials along with videotaped microteaching sessions. Three themes emerged from data analyses: learning through microteaching experience, taking an easy way when planning, and experiencing difficulties due to time constraint. Learning took place when they engaged in teaching itself. Sharing peers’ microteaching on the course websites and offering feedback to peers had an effect on their learning. The professor’s positive feedback and suggestions for improvement encouraged and motivated them. The participants took an opportunity to see differences between their actual teaching and original intentions in teaching through writing a reflective paper. However, when planning, the participants used a ready-made lesson plan or teaching materials downloaded from Internet websites for English teachers. They also experienced difficulties due to the ‘miniature’ concept about microteaching. The concept drove them to include more than two activities, which seemed more than their current teaching ability and experience. I made some suggestions to make microteaching more useful and effective.
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