A microteaching application on a teaching practice course.pdf

Cypriot Journal of Educational
Sciences
4 (2009) 125-140
www.world-education-center.org/index.php/cjes
A microteaching application on a teaching practice course
Vahide Cana*
a
Lecturer at Faculty of Education, Anatolian University, 26470, Eskisehir, Turkey
Received July 15, 2009; revised August 31, 2009; accepted September 24, 2009
Abstract
This study investigated effectivenes of a teaching practice course which realized using the microteaching methods. The
participants of the study were six student teachers who experienced teaching practices for two times in a real classroom
environment. Each of the two teaching practices of the student teachers were videotaped. Having observed of the first video
records the instructur gave the student teachers feedback about their effectiveness in teaching. Analysis of the video records
revealed that student teachers achieved a better performance in their second teachings in terms of explaining basic theories
and principles, identifying and observing necessary teaching roles and behaviours, preparing lesson plans, and conducting more
effective teaching practices. In light of the these findings, it is suggested that this method should be integrated into teaching
practice courses.
Keywords: microteaching; reflective teaching; reflective thinking; teaching practice; student teachers
©2009 Academic World Education & Research Center. All rights reserved.
1. INTRODUCTION
1.1. Teaching practice
Teaching practice is considered to be an important component of teacher training programmes since
it allows student teachers to gain their first teaching experience, which will be useful during their
professional life. It is supposed that, through teaching practice endeavours, the degree and quality of
student teachers’ knowledge, skills and attitudes can be improved. The practice process has a crucial
place to play in helping teacher candidates to understand the relationship between the theory and
practice. Improvement in terms of professional proficiency, gaining skills in applying theoretical
knowledge to the instructional settings of the profession, and forming positive attitudes towards the
profession are realized at the end of the practice teaching process (Alkan, 1991).
* Vahide Can. Tel.: 90 222 335 05 80 Fax: +90 335 05 79
E-mail address: vcan@anadolu.edu.tr

Vahide Can / Cypriot Journal of Educational Sciences. 4 (2009) 125-140
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While teacher candidates experience such a process, they have the chance to apply and develop their
current knowledge and experience in the classroom under the guidance of both the supervisor and the
cooperating classroom teacher.
For this reason, they have the opportunity to remedy their deficiencies as a result of receiving on-
time feedback from experienced instructors. Such feedback should be constructive, aiming to improve
student teachers professionally. In addition, the constructive feedback should be provided in accordance
with the student teachers’ level of readiness and primary needs, so that they can have the chance to
identify their strengths and weaknesses, consolidate the strengths and remedy the weaknesses
(Acheson & Gall, 1980).
Practice teaching courses not only equip student teachers with the necessary teaching skills but also
help them deal with important problems they are likely to encounter during the first years of their
professional life. This course is offered for a total of eight hours within the context of the current study,
six of which take place at the practice teaching school while two hours are carried out at the Faculty of
Education in Anadolu University. Student teachers follow the requirements of the course at the practice
teaching school under the supervision of a cooperating teacher and spend the two hours at the Faculty
with the course instructor.
It is believed that the more effective the practice teaching is, the better the opportunities for the
student teachers to develop their teaching knowledge and skills at the practice schools. In order to
accomplish the course aims, appropriate methods should be administered so that student teachers are
actively involved in real teaching-learning processes, learn to cope with real classroom problems, can
access a variety of instructional resources, and can use the time effectively. In this respect, the current
study adopted the microteaching method within the framework of the Practice Teaching Course. In
addition, it is considered that through group discussions initiated during the semester, students can
have a better opportunity to reflect on their teaching experiences. While applying microteaching, the
aim is to sustain the belief that students assume and observe necessary classroom roles and behaviours.
As it widely acknowledged, the common goal of education faculties is to develop effective, skillful, open
minded and critical thinkers in their roles as teachers. One of the reflective thinking developmental tools
is the microteaching method (Köksal & Demirel, 2008).
1.2. Microteaching
Microteaching can be considered as a version of the organized practice teaching endeavour. The
teacher reviews the videotape of the practice teaching session in order to conduct post-practice
reflection and evaluation. Through this reflection, followed by comments addressing course objectives,
student teachers find the opportunity to diagnose what works best, which aspects do not work and
what should be done to improve their practice. The method was invented in the 1960s at Stanford
University and has been used successfully to equip teachers with new skills and to improve their current
skills (Demirel, 2002). Microteaching can be considered as a laboratory method used to diagnose the
complexities of teaching, to focus on these complexities and to solve problems accordingly. Student
teachers are provided with rich experiences which lead them to develop professionally. More
specifically, it enables pre-service student teachers to receive additional training before starting their
student teaching programme (Al-Methan, 2003; Oliver, 1993).
Alan and Mayes (1976) defined microteaching as a process providing pre-service student teachers
with audio-visual materials which demonstrate the teaching sessions, and which can be used as the
basis for further discussions with the supervisors (Alan, Mayes & Packnam, 1980). The videotape is first
watched and evaluated by the student teacher. Then, it is watched by a group of other pre-service
student teachers and the course instructor, followed by feedback on the teaching seen (Görgen, 2003).

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Videotaping gives the student teachers the opportunity to evaluate themselves and see their strong and
weak points. The phases of the microteaching procedure can be listed as follows:
· Preparation of a 10-15 minute lesson plan on a specific subject,
· Conducting the teaching practice and videotaping the lesson,
· Watching the videotape of the lesson,
· Evaluating the course with the course instructor and a pre-service teacher group, by filling in a
microteaching evaluation form,
· Preparing the course in accordance with the reflections,
· Conducting a re-evaluation.
Along with applying teaching skills in a real classroom, correcting mistakes and conducting the
teaching session again, can be considered as the core of the method. However, the method should not
be considered as a drill and practice process, since students have both the chance to develop their
teaching through their own evaluations and reflection, and to observe other pre-service teachers’
teaching sessions, reflect on them, provide feedback and improve both their own and their peers’
teaching. As the aim is to ultimately offer a sufficient and well-organized teaching, the course supervisor
may decide that the lesson plan should be applied in the classroom several times (Demirel, 2002).
Several methods have been proposed in order to train better quality teachers, and these methods
have been revised in order to ameliorate the training process. However, the microteaching method has
been used successfully in many instances (Benton-Kupper, 2001). It has been observed that most studies
applying the microteaching method have adopted a quantitative approach addressing the effectiveness
of the method. As the number of qualitative works focused on microteaching is quite limited, the
current study observes such an approach. A systematic analysis of the applications is considered
necessary in order to apply the microteaching sessions more effectively (Cochran-Smith & Zeichner,
2005).
1.3. Reflective teaching and reflective thinking
Reflective teaching is a body of activities giving priority to the feelings of others and putting stress
upon the constructivist approach involving questioning and creative problem solving.
The model, the theoretical foundations of which are based on the studies of Dewey (1998) and Schön
(1983, 1987), is applied in such a way that student teachers reflect on the theoretical knowledge they
have acquired while putting theoretical knowledge into practice and modifying this knowledge in a way
directed by the practice. Reflective teachers are the ones who can unite theory and practice, balance
learning styles and learn through content, question and analyze their own practice from different
perspectives, make decisions based on knowledge and evaluate options for future applications (Keogh,
2005; cited in Yaşar & Anagün, 2006).
Teachers who are equipped with the ability to think reflectively not only improve themselves in
professional terms but also their students through their experience of how to be reflective thinking
individuals.
When we examine closely the concept of reflective teaching, there are five stages; investigation-
research, gaining knowledge, comparing knowledge, evaluation and putting it into practice (Barlett,
1990 cited in Yaşar & Anagün, 2006).
It was emphasized in the introduction to this study that the microteaching method is a tool of
reflective teaching. As for the teaching of the microteaching session, this comprises the preparation for
the lesson, conducting the lesson, video recording the lesson, evaluating the outcome, preparing a new
lesson plan and conducting and evaluating it for the second time. An obvious parallel can be observed
between microteaching and reflective teaching processes. A limited number of studies have been
carried out to relate the issues of reflective teaching and reflective thinking. The findings of these

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studies have revealed that there are some points in common between the microteaching method and
reflective teaching. For example, a study by Köksal and Demirel (2008) put forward the view that
reflective teaching makes a positive contribution to the planning and evaluation processes of student
teachers. Another study by Tok (2008) reveals that there is a significiant difference between an
experimental group and a control group in terms of reflective thinking activities. Similary Bölükbaş
(2004) suggests that the repetition of failure is eliminated through reflection.
2. PURPOSE
In order to identify the perceptions of pre-service student teachers regarding the benefits of a
practice teaching course incorporating microteaching techniques, a study was conducted with
participants from a Turkish State University’s Faculty of Education, who were involved in a teacher
education programme within the Department of Computer Education and Instructional Technologies.
The following research questions were addressed within the above framework:
1. What are the contributions of microteaching to lesson preparation?
2. What are the contributions of microteaching to the quality of the teaching-learning process?
3. What are the weaknesses and strengths observed in the teaching-learning process realized after
the microteaching practice?
4. What are the problems encountered by pre-service student teachers during the Practice Teaching
Course? How could these problems be overcome?
3. METHODS AND PROCEDURES
3.1. Research model
The current research is designed as a case study developed through the application of qualitative data
collection and analysis procedures. A case study is an empirical inquiry investigating a contemporary
phenomenon within its real context. Boundaries between the phenomenon and its context are not
definite in a case study. Thus, several information resources and data collection procedures are
simultaneously used to investigate the phenomenon in depth (Yildirim & Simsek, 2005).
3.2. Participants
The study was conducted in the Fall Semester of 2007 with six of 18 students enrolled in the Practice
Teaching Course at Anadolu University, Faculty of Education, Department of Computer Education and
Instructional Technologies (CEIT). The researcher resorted to her own judgments about important
predictors that could influence the nature of the research endeavour, and tried to select the most
appropriate sample to meet the requirements of the research questions (Balcý, 2004). More specifically,
some pre-determined criteria were taken into account in order to select participants (Yildirim & Simsek,
2005). In order not to create a biased sample, grade point averages (GPA) were also taken into account.
Of six participants, two participants had GPAs over 3.50, two had GPAs between 3.00 and 3.50, and the
last two had GPAs below 3.00. All candidates (three female and three male) were between the ages of
21 and 25. The cooperating teacher, a course instructor and an independent mentor were the other
participants of the study. While determining the cooperating teacher, it was taken into account that he
was experienced and was a graduate of a CEIT Department. In addition, the course instructor had taught
the Practice Teaching Course for seven years when the study was conducted.

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3.3. Procedure
Two sample teaching sessions of six students registered to the Practice Teaching Course were
videotaped, with each record lasting 40 minutes. To evaluate the student teachers’ first teaching
sessions, the first set of video records were watched by all participants in six successive sittings where
participants’ deficiencies, problems they encountered, potential solutions and actions to be taken to
improve teaching practices were discussed. The same method was also followed for the second set of
videos.
3.4. Data collection and analysis
Semi-structured interviews were conducted with an open framework in order to allow the
researchers to realize a focused and conversational communication. Thus, it was possible to diagnose
instances, which had not been predicted at the inception, through questioning and talking further with
the participants (Özgüven, 2004). Semi-structured interview questions were prepared by the researcher,
and modified in accordance with the suggestions of four independent experts. Interviews were
scheduled according to time slots suggested by the participants, and conducted after written and oral
permission had been given by the participants. Data collected through interviews were supported
through observation forms filled in by the cooperating teacher, the course instructor and the
independent mentor.
Data collected through interviews were analyzed using descriptive analysis. The inductive coding
technique was particularly helpful. Initial data were audio-taped, transcribed, reviewed unit by unit, and
patterns that occurred in the data were listed, based on pre-determined and new themes and
categories. The list of patterns that grew after the analysis was also reviewed by another rater to see
whether a consensus on the template between the researchers had been reached. More specifically,
while determining the themes, an inventory consisting of the interview themes was prepared. Two
independent researchers examined sample data by selecting appropriate themes in the inventory. To
examine the reliability, the formula suggested by Miles and Huberman (1994; p.64) was applied (i.e.
reliability = number of agreements / total number of agreements + disagreements). The findings
revealed 88.7 % inter-coder reliability, suggesting that the coding procedure was highly reliable. Next,
data were described and interpreted by addressing cause and effect relationships. In order to reflect a
participants’ ideas effectively, direct quotations were also provided. Findings and interpretations were
also organized and supported in accordance with the data obtained from the observation forms and
videotapes. After the findings were ready, they were examined by the two independent researchers in
order to see whether they confirmed the findings and interpretations as suggested by Yildirim & Simsek,
2005).
3.5. The role of the researcher
The researcher was also the course instructor who undertook the semi-structured interviews. In
order not to obtain biased results, interviews were conducted after the grades of the course had been
entered into the course registration system of the university. Thus, it is believed that students were
genuine and honest in their responses and were not influenced by the anxiety related to getting higher
grades. The participants voluntarily shared the responsibility with the researcher for improving the
teaching quality. In addition, they helped the researcher to duplicate the videotapes for subsequent
evaluations. In this respect, rather than a uni-directional relationship between the participants and the
course instructor, a bi-directional relationship was sustained, where both participants and the

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researcher shared the responsibility for conducting the research in such a way as to achieve better
teaching experiences.
3.6. Implementation process of the practice teaching course
The flowchart summarizing the control of different organizational units within the framework of the
Practice Teaching Course is provided in Figure 1. First of all, the practice teaching schools were
determined by the Faculty coordinator and the Department coordinator responsible for practice
teaching. While determining the schools, a primary consideration was whether or not that the computer
teacher of the school was a graduate of a CEIT department. Weekly schedules of pre-service teachers
and cooperating teachers were examined and a programme was prepared in accordance with
convenient time slots in the schedules of both. Then, students were assigned to practice schools and
the list of students was submitted to the Faculty coordinator. The lists generated in all departments of
the Faculty of Education are sent to the City Directorship of the National Ministry of Education. Then,
Practice Teaching Course instructors and pre-service teachers visit the schools together when the course
instructor introduces the students to the school administrator and the cooperating teachers. During
these meetings, the course requirements, and the expectations of the course instructor and the
cooperating teachers were discussed. The students prepared an activity plan for the whole semester
with the support of the course instructor and the cooperating teacher. These plans were submitted to
the course instructor before the teaching practice was begun so that the course instructor could give
contributive feedback before teaching. The student teacher is supposed to give practice lessons six
times within the semester. Observation forms are filled in by the course instructor and the cooperating
teacher during these teaching sessions. In addition, these lessons are videotaped. During the two-hour
coursework, these videotapes are watched by other student teachers and the course instructor, in order
to provide the student with constructive feedback. The expert mentor fills in the observation forms
during these sessions. Then, in accordance with the feedback provided during these sessions, the
students revise their lesson plans and activities, submit these to the course instructor and undertake the
teaching again. The second teaching session is also videotaped. Observation forms are filled in once
more by the course instructor and the cooperating teacher. The expert mentor, the pre-service teachers
and the course instructor watch the lesson in the class again, conduct evaluations and provide the
students with further feedback. Students also have the opportunity to watch their own teaching, reflect
on their teaching endeavours, diagnose their strengths and weaknesses, and evaluate their peers’
teaching sessions. Finally, observation forms are filled in by the course instructor, the cooperating
teacher and the expert mentor and are brought together to reach a consensus about the specific case of
the student teacher.

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Determining Practice
Schools
Assigning students to
practice schools
Introducing students to
school administrator and
the cooperating teacher
Students prepare the
plan for the semester
with the cooperating
teacher
Students prepare the plan
for the semester with the
course instructor
Students prepare
plans and activities for
practice teaching
Students
communicate with the
course instructor
about their plans and
proposed activities
The course instructor
provide feedback to
students
Students conduct the
practice teaching sessions
Students are watched
and provided
feedback
Students are observed
and their practices are
videotaped
by the cooperating
teacher
Evaluation and
keeping records of
teaching sessions
by the course
instructor
by an expert mentor
Students are observed by
the course instructor
by the cooperating
teacher
Students are observed by
the course instructor
Students revise the
lesson plans based on
feedbacks and re-
offer the lesson
Evaluation and
keeping records of
teaching sessions
Students are watched
and provided
feedback
by an expert mentor
by the course instructor
Figure 1. The flowchart summarizing the organization of the practice teaching course

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4. FINDINGS AND INTERPRETATION
In parallel with the purpose of the research, data collected through semi-structure interviews
revealed several themes which were combined under four main headings involving (1) reflections about
course preparation endeavours, (2) factors positively influencing the teaching-learning process, (3) pre-
service teachers’ strengths and weaknesses in terms of the teaching-learning process, and (4) problems
they encountered during their teaching practice.
4.1. Findings and interpretations about the reflections on course preparation endeavours
Table 1. Student teachers’ course preparation Endeavours
Themes Sub-themes
Pre-service teachers course
preparation endeavours
Subject-matter Knowledge
Research about the course
Rehearsal with peers beforehand
Speculating about the course
Lesson planning
Objectives and desired behaviours
Determining instructional methods
Content
Evaluation questions
Decisions on behaviours to change
Audio-visual materials
Preparing materials
Assessing suitability for the target group
Up-to-dateness
Teaching Process
Course activities
Motivating students
Gaining attention
Feedback
Lesson summary
Classroom management
Interaction with students
Communication
Communication with students
Communication with cooperating teachers
Communication with the course instructor and revisions
Attention to appearance and clothes
As indicated in Table 1, student teachers consider research as a necessity before engaging in teaching.
They indicated that they do research about course preparation, planning, selecting methods, preparing
materials and evaluation. As a matter of fact, Participant I described his preparations as follows:
‘We prepare lesson plans about the lesson we offer that day. We pay attention to up-to-dateness
while preparing the lesson plans. I send my lesson plans to my cooperating teacher in order for
him to comment on its strengths and weaknesses. I revise and restructure the plan based on this
feedback. I make it ready for my lesson. If I’m going to use materials, they are basically
audiovisual. I prepare them. It is very important for them to be up-to-date. I pay attention to
their being clear and appropriate for the class I’m to teach …’

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As indicated in the 1st Participant’s comments, preparing a lesson plan is the first step before giving
the lesson. It is revealed in the comments that the participant is aware of the importance of preparing
the lesson plan in accordance with the lesson objectives. In addition, the participant stresses the
importance of using appropriate materials for the level of the target group. Another important finding is
that participants stress the importance of interaction with the course instructor and the cooperating
teacher while preparing for the lesson. In this respect, Participant 3 provides the researcher with the
following reflection:
‘I contact my instructor about the subject I’ll cover in order to determine the lesson plan, the
course materials and expected behaviour changes on the part of the students…’
As indicated, the participant is aware of the importance of revising his/her plans in accordance with
the feedback s/he receives from the course instructor. A study investigating the problems encountered
by pre-service student teachers while giving lessons (Paker, 2005) revealed that the majority of pre-
service student teachers (74 %) appealed for the help of the course instructor or the cooperating
teacher while preparing for the lesson. The current research reveals that students maintain regular
contact with the course instructor and the cooperating teacher, which helps them receive guidance and
feedback about their weaknesses, and offers suggestions with regard to how to correct their mistakes.
Thus, it is believed that organized microteaching applications help pre-service student teachers acquire
better teaching skills.
Student teachers also feel the need to prepare themselves for increasing student motivation and
gaining their attention during the lesson. In this respect, Participant 4 listed the following as preparation
endeavours for the lesson: ‘lesson plans, required activities, motivating students and activities to gain
attention….’ The expressions of Participant 6 regarding sustaining student involvement in the lesson
reveals that the participant realises the importance of achieving student participation:
‘I prepared classroom activities, lesson plans and materials. In order to cope with my anxiety, I
studied with some friends. I tried to imagine how to process those 45 minutes, what to say
during the lesson, how to increase student participation and so on….’
Only one student focused on appearance and formal clothing during practice teaching by saying ‘…, I
pay attention to my hair style, shaving and my clothes.’ The regulations of the National Ministry of
Education states that ‘Any personnel under contract, student, civil servant, temporary staff, servant or
worker should wear plain and clean clothes, which are appropriate for the duty in schools.’ It is clear
that the participant realised the importance of the rules and regulations of the National Ministry of
Education.
The findings of this study on preparation for the lesson overlaps with that of Köksal and Demirel’s
(2008). As indicated in Table 2, factors positively influencing the teaching-learning process are gaining
attention, motivating students, participation, evaluation and feedback, reinforcement and clues. These
themes coincide with the factors revealed in previous studies (Demirel, 2004; Küçükahmet, 2004; Saban,
2000; Tan & Erdoðan, 2004). Only one participant talked about clues as an important factor that might
influence the teaching-learning process. Other participants agreed on the factors. Participant 6 said ‘I
give importance to active participation in the classroom, feedback, gaining attention, motivating
students and reinforcement. I tried to provide clues and focused on things like how to explain the subject,
etc….’ Participant 2 used the following expression:
‘First, it is necessary to use the lesson time effectively. It is necessary to say motivating things
before the lesson begins. It is necessary to say how they will benefit from what is covered in their
real lives. It is necessary to provide them with visual materials. Question-and-answer during the
lesson is important, because it’s a computer course where application is very important.
Feedback from students and reinforcement are important. It is necessary to provide them with a
summary at the end of the lesson, asking questions about the main issues, and giving
assignments for applying what has been covered in the lesson …’

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Findings about the factors positively influencing the teaching-learning process were also supported by
the data obtained from the observation forms filled in by the course instructor and the cooperating
teacher. When the observation forms were examined, it was revealed that students were quite
inexperienced in their first attempts at teaching, but improved considerably during their second session.
That is, providing students with the opportunity to reflect on their teaching by commenting on the
videotapes helped them improve a great deal.
4.2. Findings and interpretations about the factors positively influencing the teaching-learning
process
Table 2. Factors Positively Influencing the Teaching-Learning Process
Themes Sub-themes
Factors positively influencing
the teaching-learning process
Gaining attention
Sustaining continuous attention
Increasing interest in the lesson
Motivation
Participation
Active participation
Giving students an opportunity to speak
Evaluation and feedback
Checking learning
Reinforcement
Clues
Short reminders
Teaching-learning strategies
Application
Rehearsal
Giving assignments
Teaching methods
Question-and-answer
Application
Assignments
Appropriateness for student speed
Time
Using lesson time effectively
Up-to-dateness
Age
Student level
Visual materials
Individual strategies
How to explain
Summarizing the lesson
Revising activities
Matching the materials with students’ real life
Changing students’ places when something goes
wrong with a PC
Sustaining student understanding

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The initiative of student teachers on how to teach more effctively shows similarities with the
characteristics of reflective teachers. Those who assumed reflective thinking features can be listed as
follows:
i. Considers teaching as continuous and targeted. Always reviews teaching training targets,
equipment and methods.
ii. Open minded, open to questioning and ciriticism and questions about in-class applications.
iii. Responsible for the needs of students,
iv. Attaches importance to reflection and, thanks to reflection, comprehends what type of
teacher s/he is.
v. Is aware of teaching something to whom, what, why and how, and evaluates the teaching
practice.
4.3.Findings and interpretations about pre-service teachers’ strengths and weaknesses in the
teaching-learning process
Table 3. Student Teachers’ Strengths and Weaknesses in the Teaching-Learning Process
Themes Sub-themes
Student teachers’ strengths in the
teaching-learning process
Motivating students better
Behaving according to student level
Offering courses according to students’ speed
Respecting students’ opinions
Better transition to subjects
Better subject proficiency
Better lesson timing
Good classroom management
Effective presentation
Appropriate methods and techniques
Gaining attention
Coping with excitement
Better communication with students
Having a better impression in students’ minds
Active involvement through simple applications
Student teachers’ weaknesses in
the teaching-learning process
Having to continuously motivate students
Forgetting to motivate
Lack of control of intonation
Ignoring reinforcements
Using fewer reinforcements
Students’ regarding reinforcements as strange when reinforcements
are provided late
Excitement
Walking a lot in the classroom
Not sustaining active involvement
As indicated in Table 3, student teachers’ perceived strengths in the teaching-learning process after
the microteaching practice outweigh their weaknesses. Participant 1 used the following expressions to
describe his strengths:
‘I am definitely good at motivating students. Their motivation levels are mostly very high. I
explain the subjects according to their speed. If their speed is high, I accelerate the process as

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well. I never say that I can do this, I should do this. I try to give importance to student speed,
their opinions and their ideas…’
Participant 4 used the following expressions to describe his strengths: ‘I observed that I behaved
according to the students’ levels, gained attention, motivated them, and I am not excited. I created a
good impression …’
Gürses et al. (2005) conducted a study in the 2003-2004 academic year and the data collected after
the second teaching practice through reflective essays revealed that students were excited to be
videotaped at the inception, a feeling which faded after a while. Students were very careful about
correcting their weaknesses after receiving reflective comments on the videotaped lessons. In brief,
providing students with the opportunity to reflect on their teaching through commenting on the
videotapes helped them improve the quality of their teaching methodology.
As indicated in Table 3, there were fewer instances of student teachers’ weaknesses in the teaching-
learning process. Participant 2 said ‘Sometimes I forget to motivate, I cannot control my intonation and
notice that I do not use reinforcements.’
As indicated in the findings, it might be suggested that student teachers may well notice their
strengths and weaknesses, find solutions for perceived problems, and develop self confidence because
of the concentration of constructive feedback and corrections based on the videotapes and this might
help pre-service student teachers. In line with the previous literature (Çakır, 2000; Külahçı, 1994),
microteaching helps students to cope with problems they encounter while preparing and giving lessons.
The student teachers reflect on their performances by conducting self-evaluation when the findings are
closely examined.
4.4.Findings and interpretations about the problems pre-service student teachers encountered during
teaching practice
Table 4. Problems encountered by pre-service student teachers during teaching practice
Themes Sub-themes
Problems encountered by pre-
service student teachers during
teaching practice
Students considered the lesson unnecessary
Problems in evaluating success
Evaluations are not reflected in the school report card Classroom
management problems
It is not logical to offer a computer course as an elective course
F keyboard
Computers were not working
Time allotted for the lesson is not sufficient
Teachers are considered as bogeymen
As indicated by Participant 1 ‘The biggest problem is that students consider the lesson unnecessary.
They think they already know it.’ Since student success is not reflected in the report cards, they do not
think that the course is important. This evaluation problem also affects classroom management and
controlling the students. Participant 4 mentioned the following problems: ‘Some computers are out of
order, lessons are just 40 minutes a week and evaluations do not affect their report cards, so it was hard
to control them. It does not seem logical to me that the course is an elective.’ Students also have
problems with crowded classrooms. Can and Kurt (2007) also found that crowded classrooms,
insufficient time for the course, limited number of computers for the students, and hardware failures
are common problems, which was also found in the current study.
When the research on the problems encountered with regard to the teaching application was
studied, communication breakdown between teacher and student teacher (Çakır, 2009), inadequate
feed-back to student teachers (Paker, 2008), excessive number of student teachers for the course

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instuctor (Pırasa and Çınar, 2007), and lack of care over the selection of the co-operating teachers
(Dursun & Kuzu, 2008) were detected.
5. CONCLUSION AND SUGGESTIONS
Then findings of the study can be summarized under four headings - reflections about course
preparation endeavours, factors positively influencing the teaching-learning process, pre-service student
teachers’ strengths and weaknesses with regard to the teaching-learning process, and the problems
student teachers encountered during their teaching practice. It was revealed that the student teachers
prepared lesson plans in accordance with the course objectives and student levels. After the
microteaching practice, it was observed that the student teachers gained several skills of problem
solving, critical thinking, questioning, and reflective thinking. In addition, they tried to prepare up-to-
date materials appropriate for the level and the interests of the students. They tried to sustain learning
by realistic applications, and paid close attention to the importance of communicating well in order to
improve their teaching. These themes were also supported by the observation forms filled by the
practice teaching mentors.
It was revealed through the findings that the factors positively influencing the teaching-learning
process were gaining attention, motivating students, sustaining participation, and providing
reinforcement and clues. It was also found that the student teachers developed some individual
strategies in addition to the ones they had learnt. In line with the literature, findings revealed that
practice teaching contributed to the student teachers’ teaching experiences as they were able to
develop professional plans, understand the relationship between theory and practice, and apply up-to-
date teaching methods (Alkan, 1987).
When student teachers’ self-evaluations about their strengths and weaknesses in the teaching-
learning process were examined, it was observed that the microteaching practice had led to positive
feelings. The student teachers felt that they were better at motivating students, behaved according to
student level, respected student opinions, used appropriate methods, gained attention and coped with
excitement. In addition, they felt that their subject matter knowledge had improved. Pre-service student
teachers’ weaknesses in the teaching-learning process were forgetting to motivate students, problems
in controlling intonation, ignoring reinforcements, excitement, walking a lot in the classroom, and
problems in sustaining active involvement.
Since the students consider the computer course unnecessary, and because of large classes and
infrastructure problems, the student teachers had problems in class. In addition, the evaluation
procedure seems ineffective. However, the microteaching procedure helped student teachers to reflect
on their experiences, improve their teaching and communication skills, identify their strengths and
weaknesses, and gain self-confidence.
Within this context, it can be said that, because of the application of the microteaching approach in
the teaching practice course, the student teachers gained the ability of being aware of themselves and
developed the skills of criticism, critical thinking, problem solving and reflective thinking. It is thought
that this study guides instructors in microteaching applications by making them follow the flow chart
presented in this study.
5.1 Suggestions
Some suggestions based on the study are as follows:
1. The instructor and cooperating teachers should guide the student teacher while preparing for
the lesson by providing constructive feedback.

138
2. Microteaching methods should be used in other courses along with the Practice Teaching
Course in order to give student teachers the opportunity to reflect on their teaching and identify
their strengths and weaknesses.
3. Continuous communication between the student teacher and instructors should be sustained.
4. Student teachers should be asked to videotape their lessons and conduct self-evaluations.
5. Student teachers should be provided with continuous and immediate feedback.
6. School administrators and cooperating teachers should help student teachers in terms of
accessing resources.
7. The time allotted for computer lessons should be increased.
8. The computer course should be offered as a mandatory course rather than as an elective. In
addition, evaluations should be reflected on the report cards.
Aside from the findings, some further suggestions are also listed. It is important to introduce student
teachers to school administrators and cooperating teachers through constructive meetings. The
coursework of the Practice Teaching Course can be realized on-line in order to increase efficiency by
eliminating time and place boundaries. The opinions of all practitioners and students should be sought
when determining the practice schools.
In the evaulation phase related to the student teacher, the criteria should be established beforehand.
At the end of this course, student teachers are asked for making self evaluation in terms of their positive
and negative aspects in this process.The teaching practice course should be taught by experienced and
volunteer instructors. Finally, some research emphasizing the effectivenes of microteaching should be
carried out in terms of improving the reflective thinking skills of student teachers and this course should
be integrated into the programmes for trainee teachers.
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Turkish Abstract
Öğretmenlik uygulaması dersinde mikroöğretim uygulaması
Öz: Bu çalışmada mikro öğretim yöntemi ile gerçekleştirilen bir öğretmenlik uygulaması dersinin etkililiği
araştırılmıştır. Çalışmanın katılımcıları gerçek bir sınıf ortamında iki kez öğretim deneyimi yaşayan altı
öğretmen adayı idi. Öğretmen adaylarının iki öğretim deneyiminin her biri videoya kaydedildi. Öğretim
elemanı, ilk video kayıtlarını gözledikten sonra öğretmen adaylarına öğretimdeki etkililikleri hakkında
geri bildirim verdi. Video kayıtlarının analizi, öğretmen adaylarının temel kuram ve ilkeleri açıklamada,
gerekli öğretim rollerini ve davranışlarını tanıyıp gözlemlemede, ders planları hazırlamada ve daha etkili
öğretim pratikleri gerçekleştirmede ikinci öğretim pratiğinde daha iyi bir performans sergilediklerini
açığa çıkardı. Bu bulgular ışığında mikro öğretim yönteminin öğretmenlik uygulaması derslerine entegre
edilmesi önerilmektedir.
Anahtar Kelimeler: Mikro öğretim; yansıtıcı öğretim; yansıtıcı düşünme; öğretmenlik uygulaması;
öğretmen adayları

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