PRE-SERVICE TEACHERS’ PERFORMANCE POST MICROTEACHING CLASS IN FIELD EXPERIENCE PROGRAM
DOI:
https://doi.org/10.22373/ej.v5i2.2889Keywords:
pre-service teachers’ performance, field experience program, microteachingAbstract
The aim of this study was to investigate the pre-service teachers’ performance in the Field Experience Program after taking a microteaching class. The sample of this study was ten (10) pre-service teachers. The data collected were taken from pre-service teachers’ report books. The results of this study showed that microteaching helped the pre-service teachers in improving and achieving a good teaching performance in classroom during their Field Experience Program. In addition, after the pre-service teachers had a microteaching class, they were able to use appropriate learning methods and classroom management in order to achieve a better performance in the Program. It can be concluded that the microteaching class has played a role to the pre-service teachers in enhancing their teaching performance in the Field Experience Program.References
Akanbi, A. O., & Usman, R. S. (2014). A Correlational Study of NCE Physics students' Performances in Micro Teaching and Teaching Practice. Journal of Education Research and Behavioral Sciences Vol. 3(2), 60-64.
Amobi, F. A., & Irwin, L. (2009). Implementing on-campus microteaching to elicit preservice teachers’ reflection on teaching actions: Fresh perspective on an established practice. Journal of the Scholarship of Teaching and Learning, Vol. 9, No. 1,, 27-34.
Bell, N. (2007). Microteaching: What is going on here? Linguistics and Education, 24-40.
da Luz, F. S. (2015, May 1). The Relationship between Teachers and Students in the Classroom: Communicative Language Teaching Approach and Cooperative Learning Strategy to Improve Learning. In BSU Master’s Theses and Projects. Item 22. Retrieved from Virtual Commons the open-access institutional repository of Bridgewater State University: http://vc.bridgew.edu/theses/22
Hapsari, P., & Widhianningrum, P. (2014). Pengaruh Praktik Pengalaman Lapangan Terhadap Kinerja Mahasiswa Calon Guru. Journal of Accounting and Business Education, 1-10.
Ismail, S. A. (2011). Student Teachers‟ Microteaching Experiences in a Preservice English Teacher Education Program. Journal of Language Teaching and Research, Vol. 2, No. 5, 1043-1051.
Mahmud, I., & Rawshon, S. (2013). Micro Teaching to Improve Teaching Method: An Analysis on Students’ Perspectives. IOSR Journal of Research & Method in Education (IOSR-JRME), 69-76.
Sudijino, A. (2005). Pangantar Statistik Pendidikan. Jakarta: Rajawali Press.
Sugiyono. (2013). Metode Penelitian Kuantitatif, Kualitatif dan R & D. Bandung: Alfabeta.
Downloads
Published
Issue
Section
License
Proposed Policy for Journals That Offer Open Access
Authors who publish with Englisia journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).