Student-teachers preparation before microteaching and its effects on field experience

Abstract

The purpose of the study was to examine student-teachers' preparation for microteaching and its effects on field experience. A questionnaire on  ‘student-teacher preparation and its effects on field experience’ was  distributed to 200 education students in the Department of Arts and Social Sciences Education programmes within two weeks following their teaching practice. Descriptive statistical tools such as means and standard deviation were employed for the analysis. In the opinions of the respondents  regarding student-teachers' preparation for microteaching, it was observed that student-teachers are adequately prepared to effectively deliver as  professional teachers. On the issue of the effects of microteaching on field experience, the result indicated that though microteaching has a positive consequence on the performance of student-teachers during the field  experience, they had reservations about such matters as the lack of  instructional materials to support their teaching practice. In light of this, the study suggests that the teaching practice unit should provide students with the relevant instructional resources during their teaching practice exercise.

Keywords: student-teacher preparation, micro-teaching, field experience.