A Reflection on Micro Teaching Sessions: When is what I Think Justified by my Practice?
Abstract
An action research was carried out to ameliorate the quality of peer micro teaching exercises undertaken in an English language teaching practicum course. A model teaching on effective and less effective methods of teaching in each language skill was presented by the trainer and commented by both the trainees and the trainer. Following this, the trainees have presented microteaching lessons which have the following stages: the briefing, modeling, reflection I, teaching, reflection II, and portfolio production or re-teaching. The effectiveness of the ideas, methods and materials used to enhance the quality of the microteaching exercise was reflected. It was implied in the paper that an action research and reflection are important avenues to understand and improve one’s classroom practices. It was also underscored that dilemmas have perpetuated than certainties after the intervention into the micro teaching sessions have been carried out.
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References
McNiff (2002). Action Research for Professional Development. Accessed from. http://www.jeanmcniff.com/booklet1.html O'Brien, R. (2001). An overview of the methodological approach of action research. In Roberto Richardson (Ed.) Theory and Practice of Action Research. João Pessoa, Brazil Wahba, Essam Hanna (1999). Microteaching. Forum: A Journal for the Teacher of English outside the United States, 37 (4), 23. Wilkinson, Gayle A. (1996). Enhancing Microteaching through Additional Feedback from Pre-service Administrators. Teaching and Teacher Education, 12 (2), 211.
