Relevant bibliographies by topics / Microteaching program

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters
  4. Conference papers

Academic literature on the topic 'Microteaching program'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Microteaching program"

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Khuriyah, Khuriyah. "Analisis Pelaksanaan Microteaching Mahasiswa Program Studi Pendidikan Agama Islam." At-Tarbawi: Jurnal Kajian Kependidikan Islam 2, no. 2 (December 15, 2017): 175. http://dx.doi.org/10.22515/attarbawi.v2i2.990.

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The problem in this research is the implementation of microteaching in PAI departement FITK IAIN Surakarta has not been evaluated and need to know the urgency after the existence of several courses of learning strategy that is substantially the same as the implementation of microteaching activities.The research method used is descriptive, carried out for three months since April-June 2016. The population of this research is the students of semester V of academic year 2015/2016 that follow the microteaching of 450 students, the research sample is 260 students. The results show that: 1) The implementation of microteaching as a whole has fulfilled the provisions of microteaching implementation as stated in the microteaching guide book. Each student performs teaching practice as much as 4-5 times, previously required to prepare RPP which will be reviewed and corrected by supervisor (DPL). In implementing the teaching practice, students are required to practice one of the teaching strategies in accordance with the material to be submitted; 2) Although the students have obtained several courses of instructional strategies that note more of the practice of teaching both groups and individuals, but 81% of students stated that microteaching is still needed. Keywords: Analysis, Microteaching.
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Damanik, Mayarni Nerawati. "PERSEPSI MAHASISWA BIOLOGI UNIVERSITAS SIMALUNGUN TERHADAP MATA KULIAH MICROTEACHING PADA PELAKSANAAN PROGRAM PENGALAMAN LAPANGAN." Jurnal Metabio 2, no. 1 (April 30, 2020): 10–16. http://dx.doi.org/10.36985/jpbm.v8i1.225.

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Penelitian ini bertujuan untuk melihat persepsi mahasiswa Biologi Universitas Simalungun terhadap mata kuliah microteaching pada pelaksanaan program pengalaman lapangan. Populasi pada penelitian ini adalah mahasiswa program pendidikan biologi angkatan 2015 yang telah lulus mata kuliah microteaching dan telah melaksanakan program pengalaman lapangan yang berjumlah 40 mahasiswa. Seluruh populasi dijadikan sampel. Instrumen yang digunakan adalah angket yang terdiri dari 30 butir soal. Analisis data dilakukan dengan menggunakan rumus skor ideal, uji Korelasi Product Moment, hipotesis diuji dengan statistik (uji t) pada taraf signifikan α= 0,05 dan uji determinasi. Hasil penelitian ini menunjukkan nilai rat arata persepsi mahasiswa Biologi Universitas Simalungun terhadap mata kuliah microteaching sebesar 82,5. Dari uji korelasi diperoleh koefisien korelasi yaitu r : 0,77. Uji hipotesis dengan uji statistik ‘’t’’ diperoleh t hitung (7,43) > t tabel (2,021), maka Ho ditolak dan Ha diterima. Besarnya kontribusi persepsi mahasiswa terhadap mata kuliah microteaching pada pelaksanaan program pengalaman lapangan adalah 59,20%.Dari hasil penelitian ini disimpulkan bahwa ada hubungan persepsi mahasiswa Biologi Universitas Simalungun terhadap mata kuliah microteaching pada pelaksanaan program pengalaman lapangan, artinya mata kuliah microteaching dikategorikan sangat baik digunakan dalam melaksanakan program pengalaman lapangan dan ada korelasi yang signifikan mengenai persepsi mahasiswa terhadap mata kuliah microteaching pada pelaksanaan program pengalaman lapangan.
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Meutia, Putri Dini, Ferlya Elyza, and Yusnila Yusnila. "PRE-SERVICE TEACHERS’ PERFORMANCE POST MICROTEACHING CLASS IN FIELD EXPERIENCE PROGRAM." Englisia Journal 5, no. 2 (May 1, 2018): 102. http://dx.doi.org/10.22373/ej.v5i2.2889.

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The aim of this study was to investigate the pre-service teachers’ performance in the Field Experience Program after taking a microteaching class. The sample of this study was ten (10) pre-service teachers. The data collected were taken from pre-service teachers’ report books. The results of this study showed that microteaching helped the pre-service teachers in improving and achieving a good teaching performance in classroom during their Field Experience Program. In addition, after the pre-service teachers had a microteaching class, they were able to use appropriate learning methods and classroom management in order to achieve a better performance in the Program. It can be concluded that the microteaching class has played a role to the pre-service teachers in enhancing their teaching performance in the Field Experience Program.
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Purnomo, Yosua Hoggy Parulian, Thomas Budi Santoso, and Thomas Budi Santoso. "Evaluasi Program Seleksi Di Sekolah “XM” Dengan Metode Evaluasi CIPP." JEMAP 3, no. 2 (November 30, 2020): 226. http://dx.doi.org/10.24167/jemap.v3i2.2755.

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This research is an evaluation research which aims to determine the implementation of the teacher selection program that has been taking place and to find out what improvement needed in the teacher selection program. The evaluation method used is the CIPP evaluation (Context, Input, Process, Product). Researchers evaluated the psychotest, interviews, microteaching and decision making activities with CIPP. The results of this study indicate that the interview and microteaching activities have not achieved their goals. Its necessary to make improvement to the : teacher standards needed by school, interview instruments, microteaching instruments and interview training for the interview officers.
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Suharto, V. Teguh, Dwi Setyadi, Elly's Mersina Mursidik, and Ermi Andriani Meikayanti. "THE CLINICAL SUPERVISION MODEL WITH CLASS ACTION APPROACH OF MICROTEACHING PROGRAM IN THE FKIP OF PGRI MADIUN UNIVERSITY." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (January 11, 2019): 485. http://dx.doi.org/10.20961/shes.v1i2.26824.

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<p><em>Educators have become the main agents in the duty of transfer of knowledge, character building and skill development for the learners to pursue intelligence, good personality, creativity and responsibility for the nation’s welfare. The educators’ role requires the prominent academic, pedagogycal and professional competence. Educators must be capable in designing and developing the proper instruction.</em></p><p><em>To develop the educators’ competence, educational institution needs to provide systematic, effective, and continuous trainings for the teacher candidates through microteaching and apprenticeship programs. Microteaching program enables candidates to practice peer-teaching in the campus, while apprenticeship program makes candidates apply teaching in school classes. The clinical supervision model with class action approach is relevant to characteristics and steps of microteaching program. Professional advice through systematic clinical service after teaching practice can effectively develop candidates’ teaching skill, which motivates candidates to develop themselves in teaching practice.</em></p>
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Yuliani, Sri. "Classroom Application of Micro Teaching : An Analysis of Students’ Perspectives." J-SHMIC : Journal of English for Academic 5, no. 1 (February 27, 2018): 81–97. http://dx.doi.org/10.25299/jshmic.2018.vol5(1).1112.

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Microteaching is a practical event which is very beneficial for candidate teachers to have real environment of teaching. The candidate teachers get big chances to implement their experience in teaching. The students’ perfectives are crucial for promoting teacher education programs’ outcomes. This study aimed at investigating the students’ views of thirty students from the English Language Education Program of FKIP-UIR. A combination of quantitative and qualitative techniques used in gathering the data. Mainly, a questionnaire and a focus group interview were used as the main tools for data collection. The findings revealed that the entire sample of student has stated that they were having their own perspectives towards Microteaching and their opinion during microteaching sessions provides a scope to enhance their teaching skills for real teaching sessions. Based on the findings, these candidate teachers were glad to have real teaching session during microteaching class
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Areisy, Hafiidhiya Janata, Muhammad Akhyar, and Husin Bugis. "CORRELATION OF THE LEARNING ACHIEVEMENTS IN MICROTEACHING AND FIELD EXPERIENCE PROGRAM TO PREPAREDNESS TO BECOME TEACHERS OF THE STUDENTS OF THE STUDY PROGRAM OF MECHANICAL ENGINEERING EDUCATION OF THE CLASS OF 2012." Journal of Mechanical Engineering and Vocational Education (JoMEVE) 1, no. 1 (April 2, 2018): 20. http://dx.doi.org/10.20961/jomeve.v1i1.18976.

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The objectives of this research are to investigate: (1) the correlation between the learning achievement in Microteaching and the preparedness to become teachers of the students of the Mechanical Engineering Education of the Class of 2012; (2) the correlation between the learning achievement in Field Experience Program (PPL) and the preparedness to become teachers; (3) the correlation of the learning achievements in Microteaching and PPL to the preparedness to be teachers. Its population was all of the students as many as 69 of the Mechanical Engineering Education, the Class of 2012. The number of the samples of research was determined by using the simple random sampling technique. They consisted of 58 students. The data of research were collected through documentation for the variables of learning achievements in Microteaching and PPL and questionnaire for the variable of preparedness to become teachers. The data of research were analyzed by using the partial correlation analysis and multiple regression analysis at the significance level of 5%. The results of research show that (1) there is a positive and significant correlation between the learning achievement in Microteaching and the preparedness to become teachers; (2) there is a positive and significant correlation between the learning achievement in PPL and the preparedness to become teachers; and (3) there is a positive and significant correlation of the learning achievements in Microteaching and PPL to the preparedness to become teachers.
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Reddy, KR. "Teaching How to Teach: Microteaching (A Way to Build up Teaching Skills)." Journal of Gandaki Medical College-Nepal 12, no. 1 (February 5, 2019): 65–71. http://dx.doi.org/10.3126/jgmcn.v12i1.22621.

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Microteaching is one of the most recent innovations in teacher training program which is used as a professional developmental tool in pre-service or in-service teacher training programs. Microteaching helps teachers to better understand the processes of teaching and learning and provides the opportunity to learn teaching skills, to study their own teaching, and to study the teaching of others. Microteaching is an organized, scaled-down teacher training program where a trainee teacher plans a short lesson, teaches it to a reduced group of students (Three to ten) in a 5 to 20 minute lesson, and then reflects on their teaching afterwards. The lesson is video recorded for either individual or peer review. The trainee teacher’s micro-lesson is reviewed, discussed, analyzed, and evaluated to give a feedback. Based on this feedback, the trainee teacher re-teaches the micro-lesson, incorporating those points raised during the discussion and analysis. The main objective of this article is to address and emphasize that microteaching has the potential to improve the teachers’ pedagogic skills, competencies, self-confidence, beliefs, and attitudes with minimum available facilities and to provide students with valuable teaching experiences and make them aware of the benefits and relationships between theory and practice.
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Sa’diyah, Maemunah, Putri Angelina, Mohammad Muhyidin Nurzaelani, and Yuggo Afrianto. "Pengembangan modul mata kuliah microteaching ramah mahasiswa berkebutuhan khusus." Ta'dibuna: Jurnal Pendidikan Islam 10, no. 1 (April 6, 2021): 144. http://dx.doi.org/10.32832/tadibuna.v10i1.4270.

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<p class="15aJudulAbstractBInggris">Abstract</p><p class="15bIsiAbstractBInggris"><em>This study aims to develop a module that will help students improve their abilities in microteaching courses and be friendly with students with special needs. The microteaching course is one of the compulsory courses that students in the Islamic Religious Education study program must complete. This module was developed using the ADDIE method. Based on the research results, this module is adequate for use and is able to help students with special needs in mastering microteaching courses.</em></p><p class="15cKeywordsBInggris"> </p><p class="16aJudulAbstrak"><strong>Abstrak</strong></p><p class="16bIsiAbstrak">Penelitian ini bertujuan untuk mengembangkan modul yang akan membantu mahasiswa meningkatkan kemampuan dalam mata kuliah <em>microteaching</em> dan ramah dengan mahasiswa berkebutuhan khusus. Mata kuliah <em>microteaching</em> adalah salah satu mata kuliah wajib yang harus dituntaskan oleh mahasiswa di program studi Pendidikan Agama Islam. Modul ini dikembangkan dengan metode ADDIE. Berdasarkan hasil penelitian, modul ini memadai untuk digunakan dan mampu membantu mahasiswa berkebutuhan khusus dalam menguasai mata kuliah <em>microteaching</em>.</p>
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Sadikin, Ali, and Upik Yelianti. "Persepsi Mahasiswa Biologi Terhadap Pelaksanaan Pembelajaran Mikro." BIODIK 6, no. 1 (April 2, 2020): 96–110. http://dx.doi.org/10.22437/bio.v3i1.4582.

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Microteaching is a teaching exercise for prospective teachers with student conditions, material and time that have been arranged in such a way as to provide comfort for prospective teachers to practice teaching. The implementation of microteaching in the Biology Education Study Program FKIP Jambi University has been going on for a long time. Along with the times whether the microteaching is still relevant or the need for innovation, a survey is needed. Therefore this research was conducted with the aim to reveal the biology students' views on the implementation of microteaching. The method uses a descriptive approach with an instrument in the form of a questionnaire. The number of respondents was 270 students. The results of the study report that the implementation of microteaching is going well but needs to be improved in terms of facilities and infrastructure, additional time to practice and curriculum adjustments needed in schools. Keywords: Perseption, microteaching, biology students. ABSTRAK. Microteaching merupakan latihan mengajar bagi calon guru dengan kondisi siswa, materi dan waktu yang telah diatur sedemikian rupa guna memberikan rasa nyaman bagi calon guru untuk latihan mengajar. Pelaksanaan microteaching di prodi pendidikan biologi FKIP Universitas Jambi sudah lama berlangsung. Seiring dengan perkembangan zaman apakah microteaching tersebut masih relevan atau perlu adanya inovasi perlu diadakan survei. Maka dari itu dilakukan penelitian ini dengan tujuan untuk mengungkap pandangan mahasiswa biologi terhadap pelaksanaan microteaching. Metode menggunakan pendekatan deskriptif dengan instrumen berupa angket. Jumlah responden 270 orang mahasiswa. Hasil penelitian melaporkan pelaksanaan microteaching berlangsung baik tetapi perlu diperbaiki dari segi sarana dan prasarana, tambahan waktu untuk berlatih dan penyesuaian kurikulum yang dibutuhkan di sekolah.
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Dissertations / Theses on the topic "Microteaching program"

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Mayer, Diane E., and n/a. "Perceptions of a microteaching program by preservice primary teachers and their university tutors." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060907.133436.

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This thesis reports on the perceptions held by second year preservice primary teachers and their tutors/supervisors of a 1990 microteaching program at a regional university in Queensland. Perceptions were ascertained on (a) the skills addressed, (b) peer and tutor feedback, (c) the self evaluation techniques used, (d) the content level taught, (e) the videotaping of the sessions, and (f) the effectiveness of the program in the continuing development of teaching skills for preservice teachers. Perceptions were collected using a questionnaire designed for the purpose. The questionnaire incorporates fixed response options, for which percentages of those agreeing with each response are presented in tabular form. It also invites open ended responses which are coded according to the areas designated of interest for the study. A Likert type rating scale is used to ascertain opinions on the effectiveness of the program for developing particular classroom teaching skills. Results of the study indicate that for the participants, microteaching is appropriate and effective in helping to provide prospective teachers with experiences that complement practice teaching in schools, but that the actual structure and components of any such program requires some discussion. Analysis indicates a need to vary microteaching programs from those of many traditional approaches based on the early Stanford model. The writer suggests the concept of a teaching-learning laboratory based on a macro teaching skill approach with peers as more appropriate for current preservice teacher education.
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Erben, Antony Karl Heinz. "Student teachers' use of microteaching activity to construct sociolinguistic knowledge within a Japanese immersion initial teacher education programme in Australia." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289000.

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Elghotmy, Heba Elsayed Abdelsalam. "Investigation into the microteaching practices of Egyptian pre-service teachers of English in an EFL teacher preparation programme : implications for curriculum planning and design." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/8201.

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Based on an interpretive paradigm, this study aimed at probing into the perceptions of Egyptian EFL pre-service teachers and their lecturers of the new microteaching course. It investigated a) pre-service teachers and lecturers' perceptions about the course focuses; b) pre-service teachers' and lecturers’ perceptions of the difficulties encountered during course application, and finally c) pre-service teachers' perceptions about the helpfulness of the microteaching course in enhancing their teaching performance during practicum. Moreover, the study aimed at utilising this investigation for developing a framework for microteaching curricula planning and design. Data collection was based on a sequential mixed methods approach, thus in the first phase of the study, the researcher administered a questionnaire to 10 lecturers and 125 EFL pre-service teachers in the third year English department at the Faculty of Education of Menoufia University in Egypt. In Phase Two the researcher conducted semi-structured in-depth interviews with 7 lecturers and 15 pre-service teachers, who also completed a reflective journal. Data were analysed quantitatively and qualitatively. The findings of the current study indicated that that there are nineteen focuses of the microteaching course at Shebin Elkom Faculty of Education. These focuses have been classified into three main themes: lesson planning skills, lesson implementation skills, and lesson evaluation skills. As revealed by data analysis, lecturers devoted less time to practising lesson evaluation skills. Findings also revealed that EFL pre-service teachers and their lecturers encountered the following difficulties during peer group work: modelling the skills, planning a micro-lesson, teaching a micro-lesson, and when giving and receiving feedback. Furthermore, it was found that the course was helpful in enhancing pre-service teachers’ teaching performance at practicum concerning their professional skills rather than their personal qualities. Psychological, socio-cultural, and socio-political factors that affect the implementation of the microteaching course are discussed. Implications and suggestions for further research are provided.
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Lin, Lan-Fen, and 林蘭芬. "The Praxis of Pre-service Chinese Language Teachers in the Microteaching Session: A Case Study of the Teacher Training Program." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/99081744224449494150.

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碩士
淡江大學
教育科技學系碩士班
95
A Chinese language fever has been fast spreading worldwide, and the need for Chinese teachers has doubled in amount. As academic educational circles pay extensive attention to Teaching Chinese as a Second Language (TCSL), it is extremely important to understand what a good Chinese teacher is, and how to train a professional Chinese teacher. The purpose of this research is to observe Chinese teachers’ cognitive, affective, and skill performance in microteaching sessions, and describe how they are trained to become a good and professional Chinese teacher. Three pre-service Chinese teachers participated in this study. The result showed that the teachers molded their instructional styles and effectiveness during the process of microteaching, and can successfully present various knowledge types, show their teaching beliefs, and use several teaching skills after training. The research concluded with four suggestions. First, the quality of Chinese teachers involves six aspects where they can work to reach high effectiveness of teaching. Second, starting with observing and imitating others, the teachers should be able to apply theories of TCSL and implement in their classrooms so to reach self-innovation in the end. Third, Chinese teacher training should design courses to help pre-service teachers to combine theories and practice. Last, microteaching can be helpful to train Chinese language teachers to improve teaching skills.
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Book chapters on the topic "Microteaching program"

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Zhou, George, and Judy Xu. "Preservice Teachers' Knowledge Construction with Technology." In Teacher Education, 109–25. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch007.

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Today's teachers are expected to use digital technologies in their teaching. However, teacher education programs do not yet effectively develop teachers' capabilities to teach with technology. In order to search for best approaches, this chapter starts with an epistemological discussion on knowledge, and then moves to a more specific discussion about the nature of preservice teachers' learning about using technology to teach. Using the framework of Technological Pedagogical Content Knowledge, the chapter argues that methods courses of a teacher education program are the key space where preservice teachers can be trained to use technology in subject teaching. Particularly, the Microteaching Lesson Study approach in methods courses was considered an effective way for the development of technology proficiency. A small recent supports the arguments and articulates the success and challenges of the Microteaching Lesson Study approach.
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Zhou, George, and Judy Xu. "Preservice Teachers’ Knowledge Construction with Technology." In Academic Knowledge Construction and Multimodal Curriculum Development, 112–27. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4797-8.ch007.

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Today’s teachers are expected to use digital technologies in their teaching. However, teacher education programs do not yet effectively develop teachers’ capabilities to teach with technology. In order to search for best approaches, this chapter starts with an epistemological discussion on knowledge, and then moves to a more specific discussion about the nature of preservice teachers’ learning about using technology to teach. Using the framework of Technological Pedagogical Content Knowledge, the chapter argues that methods courses of a teacher education program are the key space where preservice teachers can be trained to use technology in subject teaching. Particularly, the Microteaching Lesson Study approach in methods courses was considered an effective way for the development of technology proficiency. A small recent supports the arguments and articulates the success and challenges of the Microteaching Lesson Study approach.
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Harn, Beth, and McKenzie Meline. "Developing Critical Thinking and Reflection in Teachers Within Teacher Preparation." In Research Anthology on Developing Critical Thinking Skills in Students, 232–51. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3022-1.ch014.

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To better prepare teachers for the field, education preparation programs (EPP) need to increase their emphasis on using practice-based experiences that are embedded throughout the teacher preparation program. These experiences must give opportunities for TCs to practice reflective and critical thinking skills. These key skills must be explicitly taught and scaffolded throughout the practice-based experiences to better prepare self-reflective TCs and critical thinking practitioners. Therefore, the purpose of this chapter is to show how to incorporate critical thinking and reflective practice opportunities in (1) content courses using case-based instruction, video-based instruction, lesson study, and microteaching; (2) within practicum settings using observational feedback and video analysis; and (3) finally, incorporating performance assessments, such as the EdTPA and PPAT, to measure a TC's ability to provide instruction while thinking critically.
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Harn, Beth, and McKenzie Meline. "Developing Critical Thinking and Reflection in Teachers Within Teacher Preparation." In Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments, 126–45. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7823-9.ch007.

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To better prepare teachers for the field, education preparation programs (EPP) need to increase their emphasis on using practice-based experiences that are embedded throughout the teacher preparation program. These experiences must give opportunities for TCs to practice reflective and critical thinking skills. These key skills must be explicitly taught and scaffolded throughout the practice-based experiences to better prepare self-reflective TCs and critical thinking practitioners. Therefore, the purpose of this chapter is to show how to incorporate critical thinking and reflective practice opportunities in (1) content courses using case-based instruction, video-based instruction, lesson study, and microteaching; (2) within practicum settings using observational feedback and video analysis; and (3) finally, incorporating performance assessments, such as the EdTPA and PPAT, to measure a TC's ability to provide instruction while thinking critically.
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Conference papers on the topic "Microteaching program"

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Asril, Zainal, Z. Mawardi Efendi, Eri Berlian, and Jalius Jama. "Microteaching Program Based on Islamic Values." In International Conference on Islamic Education (ICIE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icie-18.2018.14.

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Pagarra, Hamzah, and Syamsiah Syamsiah. "The Development of Microteaching Learning Model For International Class Program Of Elementary School Teacher Education." In Proceedings of the 1st International Conference of Science and Technology in Elementary Education, ICSTEE 2019, 14 September, Makassar, South Sulawesi, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.14-9-2019.2290048.

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