Project - THE IMPACT OF MICRO-TEACHING ON SCIENCE EDUCATION STUDENTS IN TEACHING PRACTICE

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Project – THE IMPACT OF MICRO-TEACHING ON SCIENCE EDUCATION STUDENTS IN TEACHING PRACTICE

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CHAPTER ONE

Introduction

Background to the Study

Education is the backbone in the development of a society and teacher has a pivotal role in the education system. The National policy on Education (2004) of the Federal Republic of Nigeria asserted that since no education system may rise above the quality of its teachers, education shall continue to be given major emphasis in the national planning and development. Teaching practice is a major component of a teacher education programme (Adeleke, 2011).

The purpose of teacher education is to produce effective practicing teachers (Kalande, 2006). The question of how trainees can best be prepared to become an effective classroom practitioner has been in the minds of teacher educators worldwide for many years (Gorge, 2000). Review of literature about teacher education and classroom practice shows that, so far, there is very little known about how teacher education affects practices (Alhassan, 2012).

Microteaching is an effective device for modifying the behaviours of teachers under training as it is a highly individualized type of teacher training techniques. Moreover, it is useful for pre-service and in-service teacher training where teachers can improve their competencies (Rufai etal, 2013). In the same vein, Syed and Zaid (2005) states that microteaching is a stimulated social skill development process aimed at providing feedback to teachers for modification of their behaviour. He concludes that it is a clinical teaching programme organized for providing teachers with miniature encounters.

Microteaching as an essential part of formal education training for teachers has its objectives which include enabling teacher trainees gain confidence in teaching by mastering a number of skills on a smaller group of students; providing teacher-trainees with an environment for practice-based teaching and through this instil some self-evaluative skills. The objectives of microteaching reveal that it is a field or branch of teacher education essential for teachers in training because through it, they imbibe the qualities of effective teaching, avoid mistakes often made by teachers and equip themselves with adequate mastery skills and techniques of good teaching (Goodlad, 2010).

In micro teaching, teacher candidates find opportunities to develop skills in drawing learners’ attention, asking questions, using and managing time effectively and bringing the lesson to a conclusion. Also, through microteaching, the teachers’ class management skills improve. They acquire the skills to choose appropriate learner activities, use teaching goals, and overcome difficulties encountered during the process. During learner learning, on the other hand, the teacher candidates improve their skills in giving feedback and measurement and evaluation. Furthermore, by observing the presentation of their friends they find a chance to observe and evaluate different teaching strategies (Abdurrahman, 2010).

Microteaching helps to develop skills to prepare lesson plans, choose teaching goals, speak in front of a group, and to ask questions and use evaluation techniques. Teachers’ self confidence grows in a comfortable environment. It provides an opportunity to learn multiple skills that are important for teaching in a short time. It is a useful experience to learn how to realize teaching goals through planning a model lesson. It shows how preparation, organization, and presentation are important in learners’ learning. Choosing activities, putting them in a logical order, maintaining improvement make it possible to become a whole with the content. Receiving immediate feedback is a means to determine productivity and using teaching strategies. By asking appropriate questions strong learning environment can be established. Also, it allows for asking questions at various difficulty levels. Also, it makes it possible to create an environment that involves thinking differently and interaction (Gee, 1992).

The stages of microteaching consist of pre-observation, observation note taking, analysis-strategy, viewing the tape and self- evaluation of teacher candidate stages (Abdurrahman, 2010).

Statement of the problem

The teacher is assumed to be ‘everything’ to the learner as well as the character model to the society, as it is commonly expected, his training must be such that not only comprehensive but well articulated. Such training must be based on sound conceptual understanding and reasoning that have been developed within the matrix of practice and experience.

The aim of the microteaching practice research is to prepare science education students better by themselves in teaching practice lesson. As a result of the process of preparation, science education students prepare and present the lesson with less anxiety and feeling comfortable are the feelings that are expected to be observed in the class. The main purpose of this study is to examine the impact of micro teaching practices in preparing science education students in their teaching practicum and how it has improved their classroom instructional delivery. This in the long run determines the overall performance in their future career as a science teacher.

Research Questions

To provide proper guide to the research work, the following research questions would be answered:

What is the level of adequacy of microteaching science education students are exposed to in the Colleges of Education for teaching practice exercise?
To what extent has the microteaching prepared science education students in the Colleges of Education for teaching practice exercise?
To what extent has the microteaching influenced instructional delivery of science education students in the teaching practice exercise?
To what extent has microteaching motivated the science education students to become professional teachers?
How can microteaching be improved to enhance pre-service teacher’s preparation?

1.4 Purpose of the Study

This study is aimed at:

Investigating the adequacy level of micro teaching science education students are exposed to.
Investigating the extent to which microteaching has influenced instructional delivery of science education students in the teaching practice exercise
Suggesting possible ways of improving microteaching to enhance pre-service teacher’s preparation
- Significance of the Study

Education is the back bone in the development of a society and a teacher has a pivotal role in the education system. This research when completed will serve as a reliable facts for teacher trainees and lecturers in education to assess the extent to which the curriculum of teacher education as helped in shaping the knowledge of science education students in terms of instructional strategies and their competences in delivering classrom intructions.

Furthermore, it will stand as a tool for professional bodies like Science Teachers Association of Nigeria (STAN), Nigerian Union of Teachers(NUT) , Teachers regulatory agencies like Teachers Registration Council of Nigeria (TRCN) and Misnistry of Education to measure the standard of teachers qualifications in Nigeria.

Lastly, it will enable researcher to see the level of microteaching programme science education students are exposed to and if there will be need to improve on the existing methods used in assessing science education students during microteaching exercise.

Scope and Delimitation of the Study

The impact of micro-teaching on science education students in teaching practice. The population of the study comprised of all science education students in public Colleges of education in the North Central States. The instrument used was questionnaire, which was validated by experts in Science Education and Measurement and Evaluation Departments.

The qustionnaire was also pilot tested to improve the validity of the items.

1.7 Operational Definition of Terms

Micro teaching: This is a course offered by students at teacher training programme mostly before teahing practice exercise in which a student teacher’s teaching is videotaped or monitored for subsequent evaluation.

Teaching practice: This is a practice teaching mostly offered by student teachers in order to familiarize them with teaching profession. Teaching practice is meant to provide practical teaching experience for would be teacher.

Impact: this is the efficacy of Microteaching on pre-service teacher’s preparation.

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Click here to Get The Complete Research Project Chapter 1-5

Project – THE IMPACT OF MICRO-TEACHING ON SCIENCE EDUCATION STUDENTS IN TEACHING PRACTICE

Project – THE IMPACT OF MICRO-TEACHING ON SCIENCE EDUCATION STUDENTS IN TEACHING PRACTICE

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