MICRO-TEACHING AN EFFECTIVE
TECHNIQUE FOR IN SERVICE TEACHERS
Urooj Qureshi[1]
Abstract
Micro-Teaching is used in many countries but
has limited use in Pakistan. The main objective of this research is to evaluate
and increase the effectiveness of Micro-Teaching and determine perspective
through their reflections on their own experiences. Also examine the
experiences competence and perceptions of service teachers. This research is
conceptually by practice of Pedagogies: representation, decomposition and
approximations actualized through new technologies, reflective practice
strategies and challenging learning experiences. Core skills of microteaching
such as presentation and reinforcement skills help the in-service teachers to
learn the art of teaching at ease and to the maximum extent. The impact of this
technique has been widely in various forms of education and its areas.
Combination of qualitative techniques, questionnaire will be used for
collecting data. Identify the issues and find out their solutions with the help
of questionnaire and constructive feedback. For this purpose, I also read
articles as well as at least two or more books related to Micro-Teaching. I
found out those ways by reading articles that will help me to proceed with my
research to make better learning. In findings, the population is teachers of
private schools and for sampling, I used maximum variations. I used
questionnaire method and qualitative interviews for literature working to
explore, perception, experience of people, problems and for their solutions and
developed questions to use the required data. For questionnaire interview
protocol used open ended, close ended questions and tried to explore and
understand feelings, perceptions, and experiences of people. In the purpose
sampling, fifteen participants were selected on the basis that which
improvements they wants in the microteaching in their organizations and what
was their experience about micro-teaching.
Keyword: Micro teaching, reflective practice,
evaluate, observation skills, constructive feedback, pedagogical reasoning and
implementation.
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