IMPACT OF MICRO–TEACHING SKILLS ON TEACHING PRACTICE PERFORMANCE

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Microteaching is a scaled-down simulated teaching encounter designed for the training of both pre-service and in-service teachers. According to Chuajin, & Chummei, 2011; Salawu, 2011, microteaching has been in use worldwide since its invention at Stanford University in the late 1950s by Dwight, Robert and Romney. Its purpose is to provide teachers with the opportunity for concept lessons in any teaching subject. Also Mcnight cited in Millis, Hertel, and Noyd, (2007); Romesh (2013), see Micro-teaching as a scaled down realistic classroom training context in which teachers, both experienced and inexperienced, may acquire new teaching skills and refine old ones. Apart from being an essential process of transforming and modifying the student teacher behavior to demonstrate a given behavior, it also provides a tremendous opportunity for both pre-service and in-service teachers to develop and improve their pedagogical skills with a small group of students mostly (5 to 8) using limited period of (5-10) minutes, records on video tape for reviewing, responding, refining and re-teaching towards perfection (Peker, 2009, p. 872-880). The micro-teaching environment enables a student teacher to focus attention on the practice of specific skills at a time until he/she acquires competence in it. Provision of feedback accelerates this process. After acquiring competence in a number of skills in this way, the student teacher takes to micro-teaching so as to demonstrate his/her level of competence. It is a vital technique which provides continuous training to serving teachers.

Statement of the Problem

The essence of posting student- teachers for teaching practice is to enable them showcase the rich experience acquired during the theoretical and practical aspects of micro-teaching to the learners toward efficiency. It has been observed by the researcher that the skill of drawing learners attention towards learning activities via the skill of Set Induction as carried out by a student-teacher as acquired in the micro-teaching session is not passionately used. The process of transforming theoretical knowledge into practical aspect is acquired during micro-teaching. Despite the period taken during micro-teaching session, student teachers are still found in-effective, in the use of skill of the instructional materials. Similarly, the ability of a student teacher in using the skill of controlling, coordinating, arranging and managing both the learners, the teaching materials and the non teaching materials for effective teaching and learning to take place is absolutely absent.

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Updated: 29th April 2019 — 11:00 am

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