Revisiting Microteaching in Search of Up-to-Date Solutions to Old Problems

Autor/inn/en	Hama, Hawraz Qader; Osam, Ulker Vanci
Titel	Revisiting Microteaching in Search of Up-to-Date Solutions to Old Problems
Quelle	In: SAGE Open, 11 (2021) 4, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hama, Hawraz Qader)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/21582440211061534
Schlagwörter	Teaching Methods; Microteaching; Second Language Learning; Second Language Instruction; Language Teachers; Teacher Education Programs; English (Second Language); Theory Practice Relationship; Cooperating Teachers; Teacher Student Relationship; Preservice Teachers; Minority Groups; Student Attitudes; Journal Writing; Computer Assisted Instruction; Internet; Foreign Countries; Web Based Instruction; Problem Solving; Iraq + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Theorie-Praxis-Beziehung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Ethnische Minderheit; Schülerverhalten; Zeitschriftenaufsatz; Computer based training; Computerunterstützter Unterricht; Ausland; Web Based Training; Problemlösen; Irak
Abstract	In second language teacher education programs microteaching has always been a significant technique to help bridge theory to practice and prepare the trainees for real classroom contexts. The expected benefits from 10 to 15 minute-microteaching sessions are the communication among the trainees and supervisor, collaboration with each other, and reflection on the teaching. However, due to some constraints such as limited time and big class size, these benefits may not be derived easily. Therefore, this study aims to explore how the effect of a designed Internet-based instructional learning environment (hereafter iBILE) was perceived by the participating preservice teachers on developing their communication, collaboration and reflection in microteaching process. In so doing, 52 Kurdish preservice English language teachers were asked to use the iBILE for 6 weeks. Both quantitative and qualitative data were collected from questionnaires, the system analytics, reflection journals, and semi-structured interviews. The results of the data analysis revealed that the designed iBILE has been perceived highly effective in solving the defined microteaching problems by creating unique opportunities for communication, collaboration, and reflection in microteaching process among the preservice teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01