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    13 views16 pages

    Chapter 10 - Handbook For T - File

    Uploaded by

    meleyke ibrahimzade

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    of 16
    CASE STUDY: I'S COMPLICATED Tabor Wey Matopeng, you know I ell wart tobe a teacher ut owt tink Ihave the percosiy. Thor's so much to know ‘and it’ all so completed. Did you Mow thee ae over 3 Tuncrod els we nave to learn? Morepeng What? Fm tore worried about the size of the easses we ‘nile teaching. and althose hlden wit diferent neces nas atone of those schools ‘abo: But that should be useful expeence then? | dont know ‘anere to bog with teaching and! ansous about standing before a ease of lees who have high excectatons ‘Thats what my schoo! was ke. IMaropeng: Yoo know, think there may be some help: 1 see Uneretes ae now using something called neroteacting fd tectnogy a8 part of the eduction curicukm. | heard some senior stucert talking about it. Come, es owl it and see how mzoteaching can ep davelop us fas lusents. ‘Trabe: Now that’s something can do! ‘STOPANO REFLECT — 1. Whatae yur concn abut watts to be a tache? 2. What do you dinksomeofte competences nd shis that ricoleachig progres 6 to lia ster waters as? Introduction “This introduction provides a chapter overview and presents the case or micoteaching avi chide to develop professional practice and assist student teachers during thot initial “action and acing Taking into acount the resources and financial constraints on st Sind higher education institutions, we ze otforng practical guide t incorporate mtoteac fu par of TT ina effective, tudent-rendly way. The chapter is dsided into for separate fnvegated sections: the history and background of ieroteaching (10.1) models of mi ‘whieh incorporate its methodology (02); a theoretical framework (13) to provide a “approach for turthertessreh; and 0 practical exemplars (104) as guidance on planning ‘racteal microteaching sesskon. We recommend that you approach cach setin in an at practical way leaning each a5 you 10.4. History, background and nature of microteachit “This section covers import information abut the history of micmeachingin the moder Italo dbussos some models of micoteaching: rameworks which spsify componens el ‘and the methodology of mictoteaching, But efor discussing the history of mizpteaching Kt tonsier some definitions fr the purpose of conceptual lai 170 40.1.1. Definition of microteaching - scaling down to seale up ‘the temn’mio’ suggests that something i 2 smal version of the whole, in this cae, alc” cf lesson. Space Is created in which to practise a spac lil or sls set in order to develop fend improve professional practice and gain experience vith lesson slanning and presentation Micrresching, provides the pedagogial space to put into pracice the theory (leas and anderpinning principles) that you have Been taught in various modules of professional tlveopment and didactic. In this way, you addres the concern that there is a gap between theory and practice: which oft happens when lecscers merely present theories and ideas fo ou. part of ther lectures and torial, then expecting you to exemplify them as an exellent teacher. Micoteachingisthen technique thats used in yourproessonal development through which you, the student, can practise and apply the theory you have eames in clas oa practical context lbet micro or small. ‘The practical context of mitotesching smi as you teach a small group of earners or peers ‘der simulated condions: virtual and actif, not real bt etsy very similar tl. Is ko micro in that it represents not so much a pat of lesson as one with al the elements ofthe flleson, but not the fll content. Although these of technology sich a video recording may ‘be posible and beneficial, microteaching canbe ondcted under oxtnay teaching conditions olvng observation and notetaking. The play boc fonction of video reconding during the pack session is obviously more eetive than just referencing fm memry of Bld Totes. essence, you willbe aware that while the Zson is saed do but the lari scaled up. 's because you get the opportunity to focus intensely and to concentrate only om that ® ceil (or eile that yo want to develop and impeove Towns the eel this ei Table 10.1 sustrates how, by scaling down the lesson, you sale xp the development ofthe cic ill arsils set that has ben selected forthe mictoteaching session, Let’ look briefly at eet historical origins of micoteachng in education got an dea of howard when it developed, Tore we introduce the essential components ofa meroteaching nee Strategies for success ner these athe we ofa smartphone tocol finial assingvideoeonng ol ent. However, youre oremerber tha hereon frags tohave visa ean wa the purposes of eeton and profesional gu, and fir string on socal media teaching is a tied and tested technique and it has along history in teacher education, following section wil trace the origins, understanding, appicaions and value of mico ching forthe development of skis or student teachers. ‘The frst question you might ask is, Where does micrtsaching come from? The tier a ching mode was developed in the early 1960 when Stanfed University in the US ced mioteaching ina teacher education programme to prepare sidents for elasstoom ice (sail 201), However, for along time, various forms of micoteaching had been pat ing training in medicine, chemisty and other Belds of professional prtice. Micoteaching, ould not be confused with the ‘apprenticeship mode often applied during professional ine ining (the difference is dscussed in Chapter 11). Micoteaching in the edutaion contest nee ress identified or spect sls and apect of professional practic in nee of improvement Tet encieat example ofthe apprenticeship model was in the training of meseal doctors who ‘ntroduoed fo surgery by an experinced specialist, by cbservig him work in a theate Ta Montag ad wor nrg ts ‘Gedy, we stil use tis name for moder operating theatres). An example of mieoteaching in the education contest may Bean intervention aimed a improving students commission sllsduringaleson The proces scent centred bt subject to reflestionsand fesdbackatter the exercise, by participants observers and the student hin or herself ‘Young an Young, (1968) show how the microteaching mode developed an spread beyond Stanford University, oa wide variety of institutions around the world. By 20:0, Kile points out ‘ht microteaching has transcended cfferent disciplines ass popularity as increaved. These Indade disoplines lke education, medicine and anthropology: Both n-senvze and pre-service programmes now employ micotsaching approaches (Kile 2010) a standar, Keallenbach & Gall (1969) asset that micoteaching isso adaptable ar flexible because it has an ‘oper methodology’. For example, microteaching can be combined with other techniques or integrated with different types of technology. In the curent dive tvatds leaming, an open methodology can easly be adapted and adapted tothe latest technology ‘employe in teacher training and edition lessons can be telecast lr tle htion putposes), put on e-leaming platforms, made available in edformat, nd accessed through a vaity of social media that students use on a daly basis. This wide accessibilt creates avalabliy at the sudent’s convenience, It can also be brought into Uke cassoom electronically and students ean sendin comments peor to the formal css situation as part of preparation fo the traning session, Another characteristic of mic-lessos is tha Hey crete a elatvelystess fro’ contet in ‘which learning and development can take place (small 2011)-Te student only has to foes on | «nal section of the lesson content, teach a small group and practise a preetermined sl oe Sklls set. The feedback also takes place ina safe and canstucive context with pees and the Jecreitator, ‘Aller this bref exposition ofthe history of microtesching and soo of ts characteris, ‘we will now explore some micreteaching models hich incorporate the-how (methodelogy) of inicroteching: hove can it actually be done? We presenta desrption of micoteacing slong ‘yo development najctois: a development ofits conceptial underpinnings, a8 well as exe: ‘models that have emerged from this conceptual understanding. 10.1.3 Why is microteaching popular in pre-service teacher education? “Many South Afcan teacher education nsitions oer microteaching as an integral ptf thei TE programme. Changing social and poliial conditions in TE during the pos-apartheld pid hae contibuted to the ineeasing popularity ofthe use of miroteaching. We wl bel discuss ‘some of the relevant factors tha: have made miroteachng a suitable featee in ITE: grate cess by previously exuded sections of the poputin zesulting in large ease ses disose ‘corte in contrast tothe previously relatively homogeneaus and ail exchsve organisation ‘of apartheid education; and, important, the incesing seo teal in dealin, large class sles et ceased ear enelnent Post apartheid South Aiea inneduced compulsory and equal education fora iespoctive ‘ce class or ered. To this end, more qualified teachers are now equi 9 teach the lage numbers of new leamers who were previously excluded from the educational sytem, So the larger clas sizes at instittions of higher education demand chat quality assurance mechariss bein place to ensue that graduates moot the ext requierents fo the BEd quaiation and are prepared for the current teaching and learting environment. Micoteading pgovies 12) ETE 10 Te oor anisen of mess ‘eppotunty to review the baseline competences an sls of student teachers. Once student strengths and challenges have ben lente, avalabe time and other resources canbe ditected to address their special needs, Mierteaching i an appropriate strategy to maximise the ore of limited resources, thus allowing the institution to ‘cae down sources) in order to seae up {Jeszning) Teacher education institutions may now be able invest ina silablemiroteaching, ‘mode! that ill make a meaningful contribution to the quality ofthe intended programme outcomes. Ineorponting miroeaching as a feature of a teacher education curiculum also has the advantage of enhancing the statu and confidence ofboth the erie provider and the teaching qualification, Paring) as» pofesonal io each in dre cates “lutions sstens are increasingly converging i terms of expected practice and outcomes at national level Your fut workplace as professional teacher may be unkown 1 You tut you wil be expected to perfrm within the Bamework of exiting oles which ae How ratonlyappkabl. Teacher education programmes are swat of theve reais and aim fo rove taining to equip you to teach in diverse contexts not ony eal but maton and ven ifemtinaly; Notwithstanding ll te resources vested in inal teacher ecaion rogamnes the Cound on Higher Bduation Moir (010) ned that ary students end replicate tec ow set of schooking experiences intel work-based leming Sch epizotion indcates that teacher education progammes need fo fos far ore on developing eetve and cra students Selection and era areas ae therfore csentl characteris to develop ding teacher education and taining, Micoteaching provides opportunites for student to avid the aster appentiaship model of techer decopment wilh emphasis the deeojnt of teaching competences ough fe-modeling the rates ef epochs GFcbinson 2018 17, Needles o aj as student teachers, you need personally to Seve ‘he vel-refective and etal thinking skis that are este fo enable you to make inthe -oment, contex-tised dso. ifrmed by your knowledge and experience. Micoteaching an appreprte sat wo bud capac and inate slrfl a toempower Suen 0 Pafom as profesionals who can be expected to werk cnn in vere educatonal contents, Jenolan techn becomes The nceasing use of ehnology in education seems to fosters closelinkbebeen micoteaching fechroogy than ever before While mitoteaching an be iplemented who echo {especially in some rial conditions where there so elaccy ot internet connecin), he bet of beng abet playback and view a mictoeaching session provided by fechr ology ‘rings an ivalble cimension to taining fa the past expec ting the eat history of Meaching, technology (vdeo secorting)subsiantaly enhanced usofaching ince dents could vew ther own performance cial. Civeh the penasienes of techneloay

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