From Theory to Practice: Implementing Micro-Teaching Skills on Teaching Competencies among B.Ed. Prospective Teachers
Keywords:
Micro Teaching, skills, Teaching Competencies, B.Ed. Perspective teachersAbstract
The increasing complexity of educational environments calls for highly skilled educators who are adept at employing effective teaching strategies. In response to this need, the current study explores the role of micro-teaching in enhancing teaching competencies among prospective teachers enrolled in Bachelor of Education (B.Ed.) programs. Micro-teaching, a teacher training technique that allows educators to improve their teaching skills through practice and feedback, was implemented through a carefully designed instructional program targeting a sample of 80 B.Ed. students. These students were randomly divided into two groups: an experimental group, which underwent the micro-teaching training, and a control group, which did not receive this training. To assess the impact of the micro-teaching intervention, two specific tools were utilized: the Observation cum Rating Scale for Assessing Micro-Teaching Skills and the Teaching Competencies Scale, both developed by Bawa & Nagpal in 2010. The results of the study were telling. They indicated a significant difference in teaching competencies between the experimental and control groups post-intervention. Specifically, the experimental group exhibited a marked improvement in teaching skills, demonstrating the effectiveness of micro-teaching techniques in fostering essential teaching competencies. The findings of this study substantiate the premise that micro-teaching is not just beneficial but essential for developing effective teaching competencies among prospective teachers. By simulating real-classroom scenarios, micro-teaching allows trainee teachers to refine their techniques, receive constructive feedback, and adjust their teaching behaviors in a low-risk environment. This process not only enhances their immediate teaching abilities but also contributes to their long-term professional growth. Therefore, it is concluded that integrating micro-teaching into teacher training programs can significantly elevate the quality of education provided by new teachers, better preparing them to meet the diverse needs of students in dynamic educational settings.
Downloads
References
Adhikari, Y.N. (2020). Perspective of trainee teachers on micro teaching. Journal of NELTA
Airasian, P. W. (2000). Assessment in the classroom: A concise approach (2nd ed.). Boston: McGraw-Hill.
Airasian, P. W. (2001). Classroom assessment: Concepts and applications (4th ed.). Boston: McGraw-Hill. Gandaki (JONG), 3(182),108-118.
Allen, D. W., & Ryan, K. (1969). Microteaching. Addison-Wesley.
Andrade, H. G. (2005). Teaching with rubrics: The good, the bad, and the ugly. College Teaching, 53(1), 27-31.
Banks, J. A. (2007). Educating citizens in a multicultural society. Teachers College Press.
Bawa, M. S. (2010). Effectiveness of micro teaching with planned integration training following summative models of micro-teaching without planned integration training on the general teaching competence of teacher-trainees. Fourth survey of Research in Education. Vol. II. New Delhi: P.921.
Belagali, H.V. (2011). ‘A study of teachers Attitude towards teaching profession of Sr. schools in relation to Gender and Locality’ International referred research Journal, Sept. 2011, Vol. III, Issue 32, pp 18-19.
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD.
Chen, F. Brookhart & Susan M. (2013). The quality and effectiveness of descriptive rubrics. Educational review, 76(3),1-26.
Danielson, C. (2001). Enhancing professional practice: A framework for teaching. Association for Supervision and Curriculum Development.
Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130-144.
Moskal, B. M. (2000). Scoring rubrics: What, when and how? Practical Assessment, Research & Evaluation, 7(3).
Nadeem, M., M. Rana, A. Lone, S. Maqbool, K. Naz and A. Ali. (2011). Teacher’s competencies and factors affecting the performance of female teachers in bahawalpur (southern punjab) pakistan. International Journal of Business and Social Science. 2, 1-6.
Niwas, R (2018). A Study of Teaching Competency in Relation with Attitude Towards Creative Teaching of B.Ed. Trainee-teachers. Journal of Education and Practice, 9(4), 66-72, ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
O’Donovan, B., Price, M., & Rust, C. (2004). Know what I mean? Enhancing student understanding of assessment standards and criteria. Teaching in Higher Education, 9(3), 325-335.
Panadero, E., Alqassab, M., Fernández-Ruiz, J., & Ocampo, J. C. (2023). Effects of Rubrics on Academic Performance, Self-Regulated Learning, and self-Efficacy: a Meta-analytic Review. Educational Psychology Review. 35(113), 1-38. Doi: https://doi.org/10.1007/s10648-023-09823-4
Popham, W. J. (1997). What’s wrong—and what’s right—with rubrics. Educational Leadership, 55(2), 72-75.
Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), 435-448.
Pratibha (2017). Teaching competency of primary school teachers and their relation with sex and educational qualification, Abhinav National Monthly Refereed Journal of Research in Arts & Education, Volume 6, Issue 1, ISSN-2277-1182.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 International Journal of Scientific Research in Science and Technology
This work is licensed under a Creative Commons Attribution 4.0 International License.
