The Impact of Microteaching in Developing Teaching Skills among Pre-Service Teachers in Alvan Ikoku College of Education Owerri, Nigeria

  • Bede Blaise Chukwunyere Onwuagboke
  • Rita Chigozie Osuala
  • Rowland Chibuike Nzeako


Teaching skills are necessary tools teachers should possess for effectiveness in their job. Teaching the teacher candidates these skills is not simple hence the need for a microteaching environment which enables pre-service teachers to acquire them under controlled laboratory setting. This study was an extension of current NCE microteaching programme run by Alvan Ikoku College of Education for the B.Ed student teachers in order to determine its impact on their acquisition of the requisite teaching skills. A sample of 90 student teachers was purposively drawn from the second-year degree students in the college who were preparing to embark on the teaching practice programme in the 2016 teaching practice programme. The study involved a pre-test and a post-test of the students using a microteaching skills rating scale (MSRS) developed by the researchers. Data collected was analysed using descriptive and inferential statistics. The findings of the study revealed that the microteaching interventions improved the teaching skills significantly with significant differences between the three intervention groups. The group that received microteaching treatment with video recording performed better than the other groups while gender had no significant effect on their mean scores. The result has far reaching implication on the need for a well-equipped microteaching laboratory for microteaching programmes in teacher education institutions.

Key Words: Impact; microteaching; teaching skills; pre-service teachers


Journal Identifiers

eISSN: 2070-0083
print ISSN: 1994-9057