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11 abr 2012

Study on teacher training curriculum for practical competence development. Focusing on competence formation through microteaching lessons

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The purpose of this study was to verify achievements and tasks of a microteaching by analyzing a) an explanation ability and b) changing interactive behaviors, through microteachings performed in the Training Division for Elementary School Teachers in 2009 at C University Faculty of Education.

Autor(es): Nanasawa, Akane
Entidades(es):Chiba University Faculty of Education (JAPAN)
Congreso: congreso de la asociación internacional de escuelas superiores de educación física (AIESEP)
Úbeda A Coruña, 26-29 de Octubre de 2010
ISBN: 9788461499465
Palabras claves:Teacher training, reflective, microteaching

Study on teacher training curriculum for practical competence development. Focusing on competence formation through microteaching lessons

Abstract

The purpose of this study was to verify achievements and tasks of a microteaching by analyzing a) an explanation ability and b) changing interactive behaviors, through microteachings performed in the Training Division for Elementary School Teachers in 2009 at C University Faculty of Education. Five-point scale was used to evaluate following tasks: 1. Precise learning tasks, 2. Precise achieving tasks, 3. Limited information provided, 4. Time for task presentation, 5. Teacher’s speaking speed, and 6. Chance for pupils to ask for clear explanation about tasks. The result was as follows. Mean of the item No.1 and No.6 has changed significantly. Mean of item No. 3 had shown lowest points from 1st lesson and did not increase either at 2nd lesson. On the other hand, item No. 5 was most highly rated from 1st lesson and stayed in the top afterwards. 302 feedbacks in 1st and 334 in 2nd lesson were given to individuals and small / large groups. The number of general feedbacks for individuals decreased from 102 to 99, while the one of specific feedbacks increased from 40 to 61.

I. INTRODUCTION

In recent years, a teacher competency is highly questioned. The Ministry of Education, Culture, Sports, Science and Technology and Central Council for Education have been emphasizing the necessity of fostering qualified teacher. The minimum standard for novice teachers which Central Council for Education proposed are as follows, 1)sense of professional and responsibility for education, 2)social and communication skill, 3)classroom management skill based on the understanding of students, and 4)ability of subject teaching. So, improving teacher education curriculum for acquiring teaching skills in university level is one of the most important interest in education.

In pre service level, recently, promoting reflection on practice for improving teaching skills is getting much more attention from teacher education educators. Furthermore research on reflection is going to be widely practiced, and a microteaching has been recently conducted in the field of teacher education curriculum at universities to ensure a teacher minimum competence. Satoshi, K(2008) reported pre service teacher’s achievement and Yoshihiko, F. and Toshihiro, S.(2007) analyzed student teachers improve their reflective ability in microteachings. However, the microteaching effectiveness was evaluated by using subjective thinking, and there are still uncertain points about what kind of criteria we should use to judge whether they have improved their teaching skills. The purpose of this study was to verify achievements and tasks of a microteaching by analyzing a) an explanation ability and b) changing interactive behaviors, through microteachings performed in the Training Division for Elementary School Teachers at C University Faculty of Education.

II. METHODOLOGY

1. Date of Survey and Analysis Subjects Among the ‘ball exercises’ course at C University from June 4 to July 23 in 2009, We targeted 7 microteachings in total except for the orientation, in which totally 36 lessons were implemented by 18 students. The object was eighteen students who have taken the ‘ball exercise’.

Table 1. Analysis Subjects of this study

Table 1. Study on teacher training curriculum for practical competence development. Focusing on competence formation through microteaching lessons

Contenido disponible en el CD Colección Congresos nº 16

 

2. Methods for Microteaching Lessons and Data Collection/Analysis 18 students were divided into two groups, and one pre service teacher conduct class for 12 min, and after that group members reflect their class for 7min. and at the end of the class, they prepare for the next class for 2min. Two pre service teachers conducted classes at the same time, and six pre service teachers conducted their class in one lesson. The teacher used the same activity for Group A in 1st week and Group B in 2nd week. Their lesson scenes and verbal instructions were video-recorded. Based on recorded data, we analyzed changes from 1st to 2nd lessons in terms of a) teaching abilities at explanation and b) feedbacks at physical learning (changing interactive behaviors).

3. Evaluation Points Five-point scale was used to evaluate following tasks: 1. Precise learning tasks, 2. Precise achieving tasks, 3. Limited information provided, 4. Time for task presentation, 5. Teacher’s speaking speed, and 6. Chance for pupils to ask for clear explanation about tasks. The total number of 1st test data was 142, and 2nd test data was 144. All evaluation data was checked by unpaired t-test.

III. RESULTS

1. Change in teaching ability in explanation

Mean of the item No.1 and No.6 has changed significantly (No.1=1st :4.12,2nd :4.28,po.1),(No.6=1st: 3.88, 2nd: 4.18, p0.01). Mean of item No.2, No.3, No4, No.5 has no changed significantly (No.2=1st:4.14, 2nd:4.28)(No.3=1st:3.81, 2nd:3.92)(No.4=1st:4.01, 2nd:4.01)(No.5=1st:4.32, 2nd:4.40). Mean of item No. 3 had shown lowest points from 1st lesson and did not increase either at 2nd lesson (1st: 3.81, 2nd: 3.92). On the other hand, item No. 5 was most highly rated from 1st lesson and stayed in the top afterwards (1st: 4.32, 2nd: 4.40, p

 

Table2. The evaluation points of Five-point scale

Table 2. Study on teacher training curriculum for practical competence development. Focusing on competence formation through microteaching lessons

Contenido disponible en el CD Colección Congresos nº 16

 

2. Change of Feedbacks in Physical Learning Scenes (Analysis of Changing Interactive Behaviors) 302 feedbacks in 1st and 334 in 2nd lesson were given to individuals and small / large groups (Fig.1).The number of general feedbacks for individuals decreased from 102 to 99, while the one of specific feedbacks increased from 40 to 61. Focusing on the total number of positive feedbacks for individual, general feedbacks for individuals decreased from 100 to 96, while the one of specific feedbacks increased from 27 to 45. And the number of corrective feedbacks, general feedbacks for individual increased from 2 to 3, and also specific feedbacks increased from 13 to 16. In addition, the number of negative feedbacks, general feedback for individuals decreased from11 to 9, and also specific feedbacks decreased 7 to 6.

Fig.1 Frequency of feedback given to individuals and small/large groups

Fig. 1. Study on teacher training curriculum for practical competence development. Focusing on competence formation through microteaching lessons

Contenido disponible en el CD Colección Congresos nº 16

 

Fig.2 Positive feedbacks for individual

Fig. 2. Study on teacher training curriculum for practical competence development. Focusing on competence formation through microteaching lessons

Contenido disponible en el CD Colección Congresos nº 16

 

Fig.3 Corrective feedbacks for individual

Fig. 3. Study on teacher training curriculum for practical competence development. Focusing on competence formation through microteaching lessons

Contenido disponible en el CD Colección Congresos nº 16

 

Fig.4 Negative feedbacks for individual

Fig. 4. Study on teacher training curriculum for practical competence development. Focusing on competence formation through microteaching lessons

Contenido disponible en el CD Colección Congresos nº 16

 

IV. DISCUSSION

1. Teaching Ability Changes in Explanatory Scenes

We assume the teachers may have realized to give quizzes or questions to enhance pupils’ better comprehension, which led the significant change on Item No. 6(Chance for student to ask for clear explanation about tasks). From Item No. 3(Limited information provided) which was hardly actualized in the microteachings, it was inferred the students could not carefully determine what was necessary or not only by 2 lessons.

Meanwhile, it was suggested from the results of item No.5 (Teacher’s speaking speed) that the teachers may acquire the skills to explain in appropriate tempo only by 2 microteachings. Pre service teacher may improve teacher’s speaking speed and gives chances for students to ask for clear explanation about tasks easily. But it may be difficult to limit information provided in this study. And from the result of feedback, pre service teacher specifically may identify the students’ acquisition situation and understand the teaching materials.

2. Change of Feedbacks in Physical Learning Scenes (Analysis of Changing Interactive Behaviors) The fact that the number of general feedbacks decreased and while the one of specific feedbacks increased showed that clearer words were used in 2nd lesson where the teachers could specifically identify the pupils’ acquisition situation and also better understand the teaching materials. In the 1st lesson, pre service teacher couldn’t say so much about specific feedback to improve their student’s performance, for example “Wonderful.”, “Good” and “Nice”.

However, 2nd teacher training, PST started giving more specific advice, like “You are in the right spot”, or “Good communication”. The fact that the number of general feedbacks decreased and while the one of specific feedbacks increased showed that clearer words were used in 2nd lesson where the teachers could specifically identify the students’ acquisition situation and also better understand the teaching materials.

?. CONCLUSION

In this study, we analyze a) an explanation ability and b) changing interactive behaviors, through microteachings performed in the Training Division for Elementary School Teachers at C University Faculty of Education. The result of this study, pre service teachers improved basic explanation ability (give students opportunity to ask, better speaking speed to listen) and improved their feedback skills only by 2 microteaching lessons. But we need to check the procedure of microteaching to foster practical competence of pre service teachers. And we also need to refer to teacher training curriculum in other countries. *This study was supported by the scientific research fund by The Ministry of Education, Culture, Sports, Science and Technology (grant-in-aid for young scientists B).

REFERENCES

Yoshihiko, F. and Toshihiro, S. (2008): Effects of microteaching on the reflection skill of students in department of education for teacher education. Bulletin of Physical Education, Health and Sport Research of Aichi University of Education,32:33-42.

Satoshi, K.(2008):General Survey of the Recent Japanese Educational/Teacher Educational Reform and Case Study of its Effectiveness on Physical Education Teaching Simulation based on Result of the Students’ Subjective Evaluations. Bulletin of Physical Education of Biwako Seikei Sport College, 5: 61-68.

Seiichiro, K. et.al.(2009)A case study on the effectiveness of the trial teaching in physical education for the initial teacher training(part2) The elements that students find out through watching the film of teaching in physical education,15:29-37.

Seiichiro, K. et.al.(2008)A case study on the effectiveness of the trial teaching in physical education for the initial teacher training. The elements that students find out through watching the film of teaching in physical education,57: 69-76.

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