The Attitudes of the student teachers towards microteaching technique as a tool for reflection in a teacher education

Abstract

rC ABSTRACT The aim of the present study is to find out the student teachers' attitudes towards microteaching technique as a tool for reflection in teacher education programme. In particular, the effect of the video on the student teachers' attitudes towards the programme was investigated. The variable of this study is the use of video-recording. The study was conducted in Faculty of Education, Uludağ University, Turkey. 50 student teachers from the 4th year of English Language Teaching Department were chosen as participants. 25 of the participants were involved in video-recorded microteaching programme while the rest of them were involved in non-video-recorded microteaching programme. The student teachers were firstly given a pre-questionnaire to determine whether they were homogenous in terms of their ideas, feelings and expectations about the microteaching programme. The results of the pre-questionnaire revealed that the groups were homogenous in terms of their ideas, feelings and expectations about the programme. Then, a post-questionnaire was administered to examine the student teachers' attitudes towards the microteaching programme. The overall result of this questionnaire indicated that the student teachers produced generally positive attitudes towards the programme. In addition to the overall positive result, the effect of video-recording on the student teachers' attitudes towards the microteaching programme was also investigated by means of the results obtained from the post-questionnaire. It was found that the student teachers involved in the video-recorded microteaching programme produced slightly more positive attitudes towards the microteaching programmean: Moreover, they were interviewed in order to gather more detailed information about their attitudes towards the programme and to explain the reasons for the existing results. The results obtained from the interviews revealed that the student teachers produced mostly positive attitudes towards the microteaching programme as well. Additionally, their diary entries were investigated to support the findings emerged from the instruments which were used in the present study.