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The aim of this study is to examine the effects of extended micro-teaching practices on foreigners' views on motivation, anxiety and process of learning Turkish. In the study, an exploratory sequential design, one of the mixed research designs in which quantitative and qualitative research techniques are used together, was applied. The study popula...
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Context 1
... results of the dependent samples t-test in order to determine whether there were significant differences between the pre-and post-test average scores of the groups regarding their Turkish learning anxiety and motivation are presented in Table 4. When Table 4 is examined, it is obvious that there is a significant difference in favor of the post-test between the post-test and pre-test average anxiety scores of the groups. ...Context 2
... results of the dependent samples t-test in order to determine whether there were significant differences between the pre-and post-test average scores of the groups regarding their Turkish learning anxiety and motivation are presented in Table 4. When Table 4 is examined, it is obvious that there is a significant difference in favor of the post-test between the post-test and pre-test average anxiety scores of the groups. The micro-teaching practices applied in the experimental group as well as the current program activities carried out in the control group had a positive effect on foreign students' Turkish learning anxiety. ...Context 3
... to Table 4, there is no significant difference between the post-test and pre-test average motivation scores of the control group however, there is approximately 1 point increase in favor of the post-test. When the changes of pre-test and post-test average motivation scores in the experimental group are evaluated, there is a significant difference in favor of the post-test, and micro-teaching practices are found effective in increasing the motivation of the students to learn Turkish in the experimental group. ...Similar publications
The purpose of this study is to seek into middle school students'opinions on the use of digital storytelling in Turkish course. In this research, phenomenology, one of the qualitative research methods, was used. The study group was composed of 18 students in the 7th grade of a private middle school affiliated to the Central District of Kars. Semi-s...
Citations
... Admittedly, MT offers preservice students and teaching Faculty a staged learning setting for intervention and analysis of praxis as necessary (Ledger & Fischetti, 2020); and an opportunity for feedback from Faculty and peers who act as students within the MT experience (Sevim & Suroglu Sofu, 2021). MT contributes to the development of teaching capability via experiential learning that is transferable to teaching practicum and in-service teaching (Evangelou, 2022). ...
Micro-teaching has existed in tertiary education since the early 1960’s and today is utilized globally in teacher education programs. Micro-teaching herein involves reflective practice, experience-based learning, feedback and refinement phases. Micro-teaching herein includes the development of a lesson plan that is implemented in a teaching experience that involves reflection on and after teaching. Case analysis illustrates how micro-teaching incorporates role-play with peers which increases the authenticity of the experience, critical responses from stakeholders, reflection and feedback phases. Results from micro-teaching include reported professional growth and development via teaching experiences augmenting both self-efficacy and self-awareness. Micro-teaching has its limitations, and critics suggest the level of authenticity is problematic lessening usefulness however participant feedback and reflective action supports its continued use in tertiary training of new educators.
... These findings have been replicated by Higgins and Nicholl [48], Ismail [46] and Woolfolk Hoy and Burke Spero [73]. Engagement with this pedagogical approach has also been linked to reduced learning anxiety [70,71,74]; making classroom practices less teacher-centred [75] and providing valuable teaching experiences, which can facilitate PSTs' awareness of the benefits and relationships between theory and practice [76]. It is clear from the literature presented here that higher education institutions and, indeed, schools of education have the autonomy to select and implement their own programme of micro-teaching, one that focuses on a particular skill or suite of skills for professional practice. ...
Micro-teaching as a pedagogical approach is practiced in many higher education programmes focused on building knowledge, understanding, skills and attitudes that can be applied in a professional setting. The previous literature attests to the usefulness of micro-teaching experiences in supporting the development of the beginning professional. This paper describes the design and implementation of a micro-teaching programme in one teacher preparation programme with a dual focus on core practices and Approximation of Practice (AoP). AoPs, in this instance, are defined as opportunities to engage in core practices that are proximal to the practices of a particular profession. The paper begins by exploring practice-based education, focusing on core practices and approximations of practice. Micro-teaching as a pedagogical approach is briefly introduced before describing the design and implementation of a specific enactment of pedagogy, a micro-teaching programme using core practices and AoPs. Opportunities and challenges of designing and implementing the micro-teaching programme are discussed and problematised. Finally, some practice considerations are offered to the broader higher education audience regarding the use of AoPs in higher education in the preparation of beginning professionals.
