Evaluation of the impact of microteaching in the training of student – teachers

Abstract

This study aims to investigate the effectiveness of microteaching as a teaching methodology for pre-service teachers at a university of technology in enhancing their teaching skills. The research employs a qualitative approach using a phenomenological design to explore the perceptions, experiences and feelings of purposively selected B Ed students and lecturers regarding microteaching. The total research population consists of B Ed students at the Central University of Technology Welkom Campus Faculty of Humanities, and the total . A sample wasof 42 participants, consisting of 24 B Ed students and 18 micro lesson assessors who are lecturers at the university has been purposefully selected. Data is to be collected using semi-structured interviews and open-ended questionnaires. Data collection procedures are to be conducted on the university campus. The literature review results show that microteaching is an effective approach to enhance the teaching skills of pre-service teachers, and that it helps in addressing presentation, content knowledge and stage fright. The literature review also highlights the possibility of introducing microteaching from the first year level of study. Therefore, student teachers should be fully prepared for their career, as microteaching enables them to practise teaching under controlled conditions. The study provides valuable insights into the effectiveness of microteaching in the teaching practice component and the experiences of lecturers and B. Ed students.