Research article    |    Open Access
International Journal of Progressive Education 2025, Vol. 21(4) 27-42

Pre-Service Teachers’ Opinions on Microteaching Course Practices

Ümran Şahin

pp. 27 - 42

Single/Total View: 0/0   |   Single/Total Download: 0/0


Abstract

The primary aim of this study is to evaluate the effectiveness of the micro-teaching course, which is included in the teacher education curriculum under pedagogical content knowledge, by examining prospective teachers’ perceptions regarding in-class practices. The research employed a case study design, one of the qualitative research methods. The study group of the research consists of fifteen volunteer teacher candidates taking the elective micro teaching course at a state university. The findings indicate that the participants generally perceived the course as effective and productive, reporting significant individually and professional gains. On a individually level, they highlighted increased self-confidence in their capabilities, as well as improvements in communication, self-assessment, and critical thinking skills. On a professional level, they emphasized the development of classroom management, lesson planning, and time management skills, along with an increased awareness of the importance of nonverbal communication such as gestures and facial expressions. Based on the findings, it can be concluded that micro-teaching practices provide pre-service teachers with opportunities to apply theoretical knowledge, engage in self-reflection, and identify areas for improvement prior to entering the profession. Therefore, it is recommended that the micro-teaching course be included as a compulsory component in teacher education programs, with class sizes limited to no more than ten students per group to ensure its effectiveness.

Keywords: Microteaching, teacher education, pre-service teacher


How to Cite this Article?

APA 7th edition
Sahin, U. (2025). Pre-Service Teachers’ Opinions on Microteaching Course Practices. International Journal of Progressive Education, 21(4), 27-42.

Harvard
Sahin, U. (2025). Pre-Service Teachers’ Opinions on Microteaching Course Practices. International Journal of Progressive Education, 21(4), pp. 27-42.

Chicago 16th edition
Sahin, Umran (2025). "Pre-Service Teachers’ Opinions on Microteaching Course Practices". International Journal of Progressive Education 21 (4):27-42.

References

    Akalın, S. (2005). Comparison between traditional teaching and microteaching during school experience of student teacher. Eurasian Journal of Educational Research, 20, 1-13.

    Akın, A. (2007). The development of the self-confidence scale and its psychometric properties. Abant Izzet Baysal University Faculty of Education Journal, 7(2), 167-176. https://doi.org/10.14686/buefad.908084

    Amobi, F. A. (2005). Preservice teachers’ reflectivity on the sequence and consequences of teaching actions in a microteaching experience. Teacher Education Quarterly, 32, 115–130.

    Ananthakrishnan, N. (1993). Microteaching as a vehicle of teacher training its advantages and disadvantages. Journal of Postgraduate Medicine, 39, 142–143.

    Aydın, A. (2007). Classroom management (3rd ed.). Alfa Publishing.

    Aydın, İ. (2005). Instructional supervision. Pegema Publishing.

    Bell, N. D. (2007). Microteaching: What is it that is going on here? Linguistics and Education, 18(1), 24–40. https://doi.org/10.1016/j.linged.2007.03.003

    Benton-Kupper, J. (2001). The microteaching experience: Student perspectives. Education, 121(4), 830-835.

    Bilen, K. (2014). Determining teacher candidates' perceptions of teaching behaviors with the microteaching technique. Erzincan University Journal of Faculty of Education, 16(1), 282–292. https://doi.org/10.17556/erziefd.83359

    Brown, G. (1975). Microteaching: A programme of teaching skills. Metheun.

    Ceyhun, İ., & Karagölge, Z. (2002). Microteaching with non-thesis master's students in chemistry education. V. National Science and Mathematics Education Congress, Middle East Technical University, Ankara, Turkey.

    Creswell, J. W. (2008). Educational research: Planning, conducting and evaluating quantitative and qualitative research (3rd ed.). Pearson Education.

    Cruickshank, D. R., & Metcalf, K. K. (1990). Training within teacher preparation. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 469-497). Macmillan.

    Dennick, R. (1998). Teaching medical educators to teach: The structure and participant evaluation of the teaching improvement project. Medical Teacher, 20(6), 598-601. https://doi.org/10.1080/01421599879207

    Dwayne, B. M. (1967). Microteaching observed and critiqued by a group of trainees. Paper presented at the American Educational Research Association Annual Meeting, New York, NY. (ERIC Document Reproduction Service No. ED011890).

    Erökten, S., & Durkan, N. (2009). Micro teaching applications in the teaching methodology course. The First International Congress of Educational Research, University of Çanakkale Onsekiz Mart, Çanakkale, Turkey.

    Gordon, T. (1996). Teacher effectiveness training. (E. Aksay, Trans.). Sistem Publishing.

    Görgen, İ. (2003). The effect of microteaching practice on prospective teachers' perceptions of classroom teaching. Hacettepe University Journal of Education, 24, 56–63.

    Hall, R., & Leveridge, M. (2006). The use of video in residential social work staff development. Social Work Education, 3(1), 15–18. https://doi.org/10.1080/0261547831000137279

    I’Anson, J., Rodriguez, S., & Wilson, G. (2003). Mirrors, reflections and refractions: The contribution of microteaching to reflective practice. European Journal of Teacher Education, 26(2), 189–199. https://doi.org/10.1080/0261976032000088924

    Ismail, S. A. A. (2011). Student teachers’ microteaching experiences in a pre-service English teacher education program. Journal of Language Teaching and Research, 2(5), 1043–1051. https://doi.org/10.4304/jltr.2.5.1043-1051

    Jerich, K. (1989). Using a clinical supervision model for micro-teaching experiences. Action in Teacher Education, 11(3), 24–31. https://doi.org/10.1080/01626620.1989.10462061

    Kinchin, I. M., & Alias, M. (2005). Exploiting variations in concept map morphology as a lesson-planning tool for trainee teachers in higher education. Journal of In-Service Education, 31(3), 569–592. https://doi.org/10.1080/13674580500200259

    Klinzing, H. G. (2002). Wie effektiv ist microteaching? Ein Überblick über fünfunddreißig Jahre Forschung. Zeitschrift für Pädagogik, 48(2), 194-214.

    Kösterelioğlu, İ., & Çelen, Ü. (2016). The evaluation of the effectiveness of self-assessment method. İlköğretim Online, 15(2), 671–681. https://doi.org/10.17051/io.2016.44304

    Kpanja, E. (2001). A study of the effects of video tape recording in microteaching training. British Journal of Educational Technology, 32(4), 483-486. https://doi.org/10.1111/1467-8535.00222

    Kuran, K. (2009). The effect of micro-teaching on acquiring professional knowledge and skills in teaching. Mustafa Kemal University Journal of Social Sciences Institute, 6(11), 384–401.

    Küçükahmet, L. (2007). Curriculum development and instruction (20th ed.). Nobel Publishing.

    Küçükoğlu, A., Köse, E., Taşgın, A., Yılmaz, B., & Karademir, Ş. (2012). The effect of micro-teaching implementation on teaching skills: Opinions of teacher candidates. EBAD_JESR, 2(2), 64-83.

    Külahçı, S. G. (1994). Micro-teaching experience at Fırat University Faculty of Technical Education: Second evaluation. Eğitim ve Bilim, 18(92), 36–44.

    Madike, F. U. (1980). Teacher preparation and student achievement: An experimental comparison of micro-teaching with a traditional approach. Journal of Educational Psychology, 72(6), 866–874. https://doi.org/10.1037/0022-0663.72.6.866

    Mellon, E. K., & Dence, J. B. (1971). Orientation for teaching assistants using video recorded microteaching. Journal of Chemical Education, 48(10), 674–675. https://doi.org/10.1021/ed048p674

    Metcalf, K., Hammer, R., & Kahlich, P. (1996). Alternatives to field-based experiences: The comparative effects of on-campus laboratories. Teaching and Teacher Education, 12(3), 271–283. https://doi.org/10.1016/0742-051X(95)00030-C

    Murray, F. B. (1996). The teacher educator’s handbook. Jossey-Bass Publishers.

    Orlich, D. C., Harder, J. R., Callahan, C. C., Kauchak, D. P., Pendergrass, R. A., Keogh, A. J., & Gibson, H. (1990). Teaching strategies (3rd ed.). Heath and Company.

    Öksüz, Y., & Yiğit, Ş. (2020). The relationship between teachers' conscious awareness in teaching and their job satisfaction levels. TÜBAD, 5(1), 1-13.

    Remesh, A. (2013). Micro-teaching is an effective technique for learning effective teaching. Journal of Research in Medical Sciences, 18(2), 158.

    Sarıtaş, M. (2003). Developing rules related to classroom management and discipline. In L. Küçükahmet (Ed.), New approaches in classroom management (pp. 111-130). Nobel Publishing.

    Saunders, W., Gall, M. D., Nielson, E., & Smith, G. (1975). The effects of variations in microteaching on prospective teachers’ acquisition of questioning skills. Journal of Educational Research, 69(1), 3–7. https://doi.org/10.1080/00220671.1975.10887464

    Schmitz, G. S., & Schwarzer, R. (2000). Selbstwirksamkeitserwartung von lehrern: Langsschnitt befunde mit einem neuen instrument. Zeitschrift für Pädagogische Psychologie, 14(1), 12–25. https://doi.org/10.1024//1010-0652.14.1.12

    Simbo, F. (1989). The effects of microteaching on student teachers’ performance in the actual teaching practice classroom. Educational Research, 31(3), 195–200. https://doi.org/10.1080/0013188890310305

    Smylie, M. A., & Conyers, L. G. (1991). Changing conceptions of teaching influence the future of staff development. Journal of Staff Development, 12(1), 12-16.

    Subramaniam, K. (2006). Creating a microteaching evaluation form: The needed evaluation criteria. Education, 126(4), 666-677.

    Şen, A. İ. (2010). Effect of peer teaching and micro teaching on teaching skills of pre-service physics teachers. Education and Science, 35(155), 78-88.

    Tümkaya, S. (2011). Investigation of classroom teaching students' communication skills and teaching attitudes. Ç.Ü. Social Sciences Institute Journal, 20(2), 19–32.

    Uzunboylu, H., & Hürsen, Ç. (2011). Teaching principles and methods. Pegem Akademi.

    Üredi, I., & Üredi, L. (2005). Comparison of self-efficacy beliefs of classroom teacher candidates regarding science teaching according to their gender, grades and achievement levels. Yeditepe University Faculty of Education Journal, 1(2), 1-15.

    Wasserman, S. (1993). Getting down to cases: Learning to teach with case studies. Teachers College Press.

    Yalın, H. (2003). Instructional technologies and material development. Nobel Publishing.

    Yılmaz, M., Köseoğlu, P., Gerçek, C., & Soran, H. (2004). Teacher self-efficacy belief. Journal of Education in the Light of Science and Reason, 58, 50-54.