Microteaching: A Technique to Enhance English-as-a-Foreign-Language Teacher Candidates’ Professional Learning

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dc.contributor.authorKoşar, Gülten
dc.date.accessioned2024-09-19T16:22:07Z
dc.date.available2024-09-19T16:22:07Z
dc.date.issued2021
dc.departmentHatay Mustafa Kemal Üniversitesien_US
dc.description.abstractPracticing teaching occupies a vital place in initial teacher training programs, and microteaching technique is implemented in teacher training to create an environment where teacher candidates have a chance to transfer accumulated content knowledge into practice. This qualitative case research was undertaken to explore 35 third-year Turkish English-as-a-foreign language (EFL) teacher candidates’ perceptions of the contribution of the microteaching they either conducted or observed in Teaching English to Young Learners (TEYLs) II course to their professional learning, to what extent getting feedback on their microteaching from their peers reinforced their professional learning, their conceptions of the contribution of reflecting on their own microteaching to their professional learning, and how they would redesign the way the microteaching process was gone through to better serve EFL teacher candidate professional learning. The findings demonstrated microteaching was viewed as effective at enhancing professional learning and the incongruence with respect to their views on the contribution of receiving peer feedback to their professional learning. Additionally, the findings indicated that engaging in self-evaluation enhanced EFL teacher candidate professional learning and a set of suggestions were put forward to improve microteaching experience for EFL teacher candidates. Even though the effect of microteaching on professional learning was evaluated in the context of the initial EFL teacher training and TEYLs II course, the findings of this research could be thought-provoking for teacher educators from diverse disciplines already integrating or intending to integrate microteaching into their teaching.en_US
dc.identifier.doi10.17679/inuefd.804714
dc.identifier.endpage651en_US
dc.identifier.issn1300-2899
dc.identifier.issn2149-9683
dc.identifier.issue1en_US
dc.identifier.startpage628en_US
dc.identifier.trdizinid1150678en_US
dc.identifier.urihttps://doi.org/10.17679/inuefd.804714
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1150678
dc.identifier.urihttps://hdl.handle.net/20.500.12483/15602
dc.identifier.volume22en_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.relation.ispartofİnönü Üniversitesi Eğitim Fakültesi Dergisien_US
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectEFL teacher candidatesen_US
dc.subjectmicroteachingen_US
dc.subjectpeer feedbacken_US
dc.subjectprofessional learningen_US
dc.subjectself-evaluationen_US
dc.titleMicroteaching: A Technique to Enhance English-as-a-Foreign-Language Teacher Candidates’ Professional Learningen_US
dc.typeArticleen_US

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