Microteaching Impact on Student Teacher's Performance: A Case Study from Kuwait

Autor/inn/en	Al Darwish, Salwa; Sadeqi, Abdul Azeez
Titel	Microteaching Impact on Student Teacher's Performance: A Case Study from Kuwait
Quelle	In: Journal of Education and Training Studies, 4 (2016) 8, S.126-134 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Microteaching; Performance Based Assessment; Case Studies; Delivery Systems; English Language Learners; Preservice Teachers; English Teachers; Student Experience; Observation; Peer Evaluation; Feedback (Response); Instructional Effectiveness; Teaching Methods; Academic Achievement; Foreign Countries; Qualitative Research; Kuwait + Suchen Sie Ihr Suchwort? Leistungsermittlung; Case study; Fallstudie; Case Study; Auslieferung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Studienerfahrung; Beobachtung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Ausland; Qualitative Forschung
Abstract	The purpose of this study is to determine the impact of micro-teaching technique in delivering the lesson to children whose first language is not English. It involved three first year English language teachers who have been teaching in elementary public schools for one year, a group of student teachers who are in their senior academic year preceding the practicum course, and the author who is senior teacher trainer. Participation in this microteaching study has provided a sense of validation for much of what these student teachers do and how they do it, which has resulted in ongoing critical reflection and peer discussion. Although initially the data shows a giving rise to anxiety among some participants, it has led to greater self-awareness and increased confidence in participants' own ability and expertise, and a endorsement of their teaching style and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01