Assistant Professor in Education
GVM’S Dr. Dada Vaidya College of Education, Ponda-Goa .
Introduction: Teaching reflects harmonious relationship between teacher, student and subject. Teachers are not born; they are trained in a classroom setting through various teacher training processes like microteaching skills, integration skill, peer teaching and internship.
The most important is the microteaching skill which is the basic necessity to become an effective teacher. Micro-teaching is a scaled down teaching technique where a teacher trainee learns a single concept of content, using a specified teaching skill for a short duration (5-10 minutes) , to a small group of pupils (5- 12 teacher trainees) in a classroom situation. In this way the teacher trainee practices the teaching skill in terms of definable, observable, measurable and controllable form with repeated cycles till he attains mastery in the use of particular microteaching skill. There are many microteaching skills like skill of set induction, skill of questioning, skill of stimulus variation, skill of reinforcement, skill of explanation etc. If a teacher trainee masters all the microteaching skills with components of each skill than surelywe will receive great teachersfor our country.
Methods and material:The Sample size of the study consist of fourty six teacher trainees of BABEd programme from the state of Goa.The orientation and demonstration of the microteaching skill that is skill of Set Induction was delivered to the teacher trainees and they were instructed to select any one small sub- topic from any of the school subject that is Geography, History, English, Marathi, Hindi and Konkani. The teacher trainees prepared anlesson plan and given to concern in-charge teacher for correction. After feedback and correction of lesson plan teacher trainees were instructed to deliver an
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lesson in a classroom. The teacher trainees delivered the lesson as per the components of the skill of set induction. After observing individual lesson, supervisor given the feedback for each teacher trainees for their improvement. This cycle of replan, reteach, re- feedback continued till teacher trainees have mastered the particular skill.Once all teacher trainees finished delivering the lesson they were given four questions to answer. The teacher trainees answered the question and submitted the answers to teacher in-charge.
Sr. No. Question 49 % Yes % No
1 I was nervous 75 25
2 My Chalkboard skill was good 36 64
3 I did as per my planning 79 21
4 I am satisfied with my lesson 36 94
Table No.: 1.1
Analysis and interpretation:The collected data were analysed and interpreted by using percentage analysis. From table no 1.1, question no. 01 it was found that around 75 % of teacher trainees were nervous for their first micro teaching lesson and 25% were not nervous.
Among 75% few informed that they were nervous at the beginning as they were facing the class for the first time, than at later stage they gained their confident. Few trainees were excited to deliver first lesson of their life. Among 25%, few gave their best and finished it. They also added that looking at the class from the front was a amazing feeling
From table no 1.1, question no. 02, it was found that around 64 % of teacher trainees’ chalkboard skill was legible and 36 % chalkboard was not legible. Since teacher trainees are not used to chalkboard writing so they could not improve their chalkboard skill. They informed that writing on notebook and chalkboard is different. To write on chalkboard it needs more practice and preparation. Teacher trainees realized that they need to practice in a classroom to improve their chalkboard handwriting.
From table no 1.1, question no. 03, it was found that around 79 % of teacher trainees did as per planning and 21 % could not do.Few trainees who could not do as per planning were due to lack of practice,
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confidence and phobia to face their own peers. They were advised by the supervisor to practice lesson in front of mirror to master the skill.
From table no 1.1, question no. 04, it was interpreted that around 94 % of teacher trainees were not satisfied with their lesson and 36 % were satisfied. During and after lesson many teacher trainees felt that they could have perform much better. Also while interacting with students teacher trainees felt that there was scope to make lesson more interesting. Few thought that they could have made use of teaching aid to make their lesson more attractive. Few suggested that they need to improve their command over their language. Very few trainees could not manage time effectively so they went fast during delivery of lesson.Majority of the trainees were happy with the feedback from supervisor.
Conclusions:
Teacher trainees thought that they have delivered their lesson properly, but when supervisor gave them lot of feedback for improvement that time they realize that many more things needs to be improved to become an effective teacher.Few trainees informed that after delivering their first lesson they felt proud and lucky to become a future teacher. After an wonderful experience of teaching their respect towards the profession and towards their own teachers has increased a lot and they assured to become an effective teacher.
Educational Implications:
The study could be useful to teacher trainees who are pursuing their teacher training degree.
The study will be useful for teacher educator to understand the students opinion about first
Recommendation to make microteaching more effective:
Few passed out students can be invited to deliver a demonstration lesson so that teacher traineescan have clear ideas about the concept of microteaching.
During microteaching video recording of each student must be
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done so that students can observetheir recorded lesson.
Suggestions for further Study:
Similar study can be conducted to understand teacher trianees viewpoints after completing othermicroteachingskill
Similar study can be conducted to understand teacher trainees school internship experience.
References:
1. Gaude, G. (2018). INNOVATIVE PRACTICES INBABED PROGRAM FOR HOLISTIC
2. DEVELOPMENT OF TEACHER TRAINEES .Aarhat
Multidisciplinary International EducationResearch Journal (AMIERJ), 205-207.
3. Sethi, B. R. (2017).Microteaching - Features, Procedures and Benefits.
Kanishka Publishers, Distributors,New Delhi 110002.
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