This thesis reports on the perceptions held by second year preservice primary
teachers and their tutors/supervisors of a 1990 microteaching program at a regional
university in Queensland. Perceptions were ascertained on (a) the skills addressed,
(b) peer and tutor feedback, (c) the self evaluation techniques used, (d) the content
level taught, (e) the videotaping of the sessions, and (f) the effectiveness of the
program in the continuing development of teaching skills for preservice teachers.
Perceptions were collected using a questionnaire designed for the purpose. The
questionnaire incorporates fixed response options, for which percentages of those
agreeing with each response are presented in tabular form. It also invites open
ended responses which are coded according to the areas designated of interest for
the study. A Likert type rating scale is used to ascertain opinions on the
effectiveness of the program for developing particular classroom teaching skills.
Results of the study indicate that for the participants, microteaching is appropriate
and effective in helping to provide prospective teachers with experiences that
complement practice teaching in schools, but that the actual structure and
components of any such program requires some discussion. Analysis indicates a
need to vary microteaching programs from those of many traditional approaches
based on the early Stanford model. The writer suggests the concept of a teaching-learning
laboratory based on a macro teaching skill approach with peers as more
appropriate for current preservice teacher education.
| Identifer | oai:union.ndltd.org:ADTP/219188 |
| Date | January 1992 |
| Creators | Mayer, Diane E., n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Diane E. Mayer |
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