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The Impact Of Micro Teaching On Students’ Teaching Practice Performance In Ilorin Secondary Schools
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Teaching practice is an important prequalification requirement that
affords the teachers-in training the opportunity to put into practice
what they have learnt in theory. It is like the laboratory for practical
demonstration. According to Taneja (2000), teaching practice is usually
interchanged with such words as practice teaching, field studies,
infield experience, and internship, among others. The scope of teaching
practice, according to Idowu (2000), is not limited to the cognitive
domain; it also covers the affective and psychomotor domains. He further
stressed that the responsibilities of student-teachers are not limited
to classroom teaching (cognitive domain). They also include the
promotion of the psycho-social development and growth of their pupils.
Microteaching
is a technique which is used to train student teachers in a minimized
and restricted or artificial teaching environment (Yasemin, Kaya and
Bahceci, 2012). The idea of micro teaching was developed at Stanford
University, California in 1963. It was established to provide a reliable
training environment where trainees could practice before taking up
actual classroom teaching. Kwara State College of Education, Ilorin
introduced micro teaching in 1999 to provide a safe setting for the
acquisition of techniques and strategies in teaching. The course (micro
teaching) is regarded as a pre-requisite to teaching practice. Students
are required to do micro teaching practicum in the second semester of
their two hundred levels. Micro teaching was introduced in teachers
training program whereby students teach classes made up of members of
their own student group. The exercise is between five to twenty minutes,
depending on the skill of practice. One skill is emphasized at a time
and the content is limited. The student’s teachers receive constructive
criticism from the supervisor and his mate as feedback. Supervisors are
drawn from the entire department in the college. Each student is allowed
for twenty minutes to demonstrate his/her teaching skill. They were
always treated in a short time. In teacher training, microteaching is
especially important in the application of theory to practice (Kuran,
2009).
Microteaching enables student teachers to perceive teachers’
behaviours extensively and observe each other’s performance through
analyzing and reflecting on the experiences. Therefore, microteaching
enables student teachers to be aware of their own shortcomings in the
subject matter knowledge and enables them to develop their pedagogical
content knowledge. It is when student teachers acquire the necessary
teaching skills through microteaching that they are posted to the field
for teaching practice. In view of the above, the study is set to examine
the impact of micro teaching on students’ teaching practice
performance.
Statement of the Problem
Students perform poorly
in teaching practice. The situation seems worrisome as evident in
various negative reports on Student Teaching Practice (STP) in Nigerian
tertiary institutions. For example, The National University Commission
(NUC) (2005) reported that over 80% of persons surveyed felt that
Education graduates produced in the last ten (10 years) have no strength
(Okebukola, 2005). In fact, the impression one gets from the report is
that these graduates have nothing to offer as teachers because they were
even rated low in the few areas where they were said to be positive
such as willingness to learn (11.6%); punctuality school (5.4%) and
ability to discipline (8.0%). In addition, the study identified the
following weaknesses: - inadequate exposure to teaching practice (lack
of practical skills); poor classroom management and control; shallow
subject – matter knowledge; poor computer skills; inability to
communicate effectively in English; lack of professionalism; lack of
self-reliant and entrepreneurial skills; and poor attitude to work.
Various efforts by the colleges of education and institute of education
are geared towards improving this performance. Typical effort is the
introduction of micro-teaching, resultant effect of micro-teaching on
teaching practice is expected to give a positive correction. This
research aim to examine the impact of micro teaching on students’
teaching practice performance in Ilorin Secondary schools.
Purpose of the Study
The main purpose of the study is to find out the impacts of
Microteaching on Student Teachers’ performance in Kwara State Secondary
Schools.
The study would specifically seek to:
1. Examine the impact of micro teaching on student teachers’ performances in teaching practice.
2. To examine student teachers’ perception of micro teaching during teaching practice.
3. To examine the student teachers’ experiences during micro teaching and its impact on student training.
4. To identify challenges student teachers’ experience during micro teaching.
1.4 Research Questions
1. What is the impact of microteaching in teaching practice?
2. What are the experiences of student teachers during microteaching and it impacts on students training?
3. How do student teachers perceive micro teaching during teaching practice?
4. What are the challenges student teachers experience using microteaching?
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ABSRACT - [ Total Page(s): 1 ]ABSTRACT COMING SOON ... Continue reading---
APPENDIX A - [ Total Page(s): 5 ]SECTION BNB: Indicate by ticking [ ] the alternative that agrees with your view/assessment or opinion on the statements, as Strongly Agree‟ (SA); Agree (A); Disagree and Strongly Disagree (SD); ... Continue reading---
CHAPTER TWO - [ Total Page(s): 15 ]This study is making use of the laws of effect and exercise. In the law of exercise, the response to a situation may be strongly connected with the situation depending on the number of times it has been so connected and to the average strength and duration of the connection. The meaning of exercise is practice. Thorndike claimed that practice in itself did not make perfect but practice in circumstances that allowed the learner to be informed or given comments about his progress could be valuable ... Continue reading---
CHAPTER THREE - [ Total Page(s): 1 ]CHAPTER THREERESEARCH METHODOLOGYThis chapter deals with methods and procedures for this research that would be employed in the conduct of the study. The procedures for this research work would be discussed under the following sub-headings:Research DesignPopulation, Sample, and Sampling TechniqueInstrumentationProcedure for Data CollectionMethod of Data AnalysisResearch Design The research design is a descriptive study. The researcher perceived the descriptive design as appropriate for this stud ... Continue reading---
CHAPTER FOUR - [ Total Page(s): 13 ]Research Question 4: What are the challenges student teachers experience using microteaching?As shown in table 9, participants agreed that microteaching consumes a lot of my time and forces student-teachers to achieve more within a short time with the mean scores of 3.04 and 3.12 respectively. Participants as well agreed that microteaching is cumbersome and made some student-teachers feel embarrassed when teaching their colleagues with the mean scores of 2.81 and 2.95 respectively. The table als ... Continue reading---
CHAPTER FIVE - [ Total Page(s): 1 ]CHAPTER FIVE SUMMARY, CONCLUSIONS AND RECOMMENDATIONS This chapter focuses on the summary, conclusions and recommendations of the study. Therefore, the chapter is discussed as follows;Summary of Findings This study investigated the impacts of Microteaching on Student Teachers’ performance in Kwara State Secondary Schools, Nigeria. The specific purposes of the study were to examine the impact of micro teaching on student teachers’ performances in teaching practice, stude ... Continue reading---
REFRENCES - [ Total Page(s): 2 ]Idowu, A.I. (2000). Teaching practice exercise: An overview. In A.I. Idowu, S.O. Daramola,
A.S. Olorundare, O.O. Obiyemi, NYS. Ijaiya, and K. Lafinhan (Ed.). A
Guide to Teaching Practice. llorin: Faculty of Education,
University of Ilorin.Ijaiya, N.Y.S. (2013). Skill Training in Teacher Education: PDF Document.Iniobong
E. N. (2008): Quality Assurance in Teacher Production: The Case of Akwa
Ibom State College of Education, Nigerian Journal of Curriculum
Stu ... Continue reading---
