CHAPTER -1

INTRODUCTION

INTRODUCTION

CONCEPT OF MICROTEACHING

DEFINITIONS OF MICROTEACHING

MERITS OF MICROTEACHING

TEACHING SKILL

COMPONENTS OF MICROTEACHING

THE ORGANIZATION OF MICROTEACHING

PROGRAMME AT STANFORD UNIVERSITY

STATEMENT OF PROBLEM

DEFINITIONS OF THE TERMS

SCOPE AND LIMITATIONS

ASSUMPTIONS

SIGNIFICANCE OF THE PROBLEM

OBJECTIVES OF THE STUDY

HYPOTHESES

ORGANISATION OF STUDY

CHAPTER SCHEME

CHAPTER I

INTRODUCTION

INTRODUCTION :Micro teaching is one of the most influential innovations in

teacher education. It emerged as a partial solution of some of/

inadequacies of traditional teacher-training programme. This

technique was evolved and first implemented at the Stanford

University U.S.A. in 1960. as a part of its teacher education

programme. During the period between 1963 and 1967.

Microteaching technique was considerably refined and widely

applied in a variety of educational settings in U.S.A. and other

countries. It still continues to change and develop both on its focus

and format.

Microteaching in a training concept that can be applied at

various pre-service and in-service stages in the professional

development of teacher.

CONCEPT OF MICROTEACHING :Microteaching technique belongs to a set of new departures

based on analytic approach to teacher trainee. In essence, micro

teaching consists of a short teaching period with small class and

small unit, a follow up critique and training session with similar

class using improved course of action which has been planned after

critique session. It is a technique of drawing basically used to

enable the trainees acquire discrete units of teaching viz. leaching

skills..

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The microteaching developed at Stanford University was

characterized by i) Focus on discrete teaching skills ii) Modeling of

the skills, iii) Short teach session with real conditions iv) Feedback

with help of video tape recorder and v) Re-teach session with

different pupils. The cycle could be stated in diagrammatic form as

follow:

p T C RP RT

Fig.: 1.1: Microteaching cycle

At Stanford, the whole cycle was repeated with change in

unit, it required.

The microteaching concept even after its arrival never

remained static but it continued to grow. It has been modified in

many respects.

The Stanford model underwent many modifications in

different Universities all over the world. What ever may be the

modification, they included three minimal defining attribute as

given below :

a) The scaling down of teaching situation in terms of task, class

size and time.

b) The focus on specific skill and

c) Provision for immediate feedback.

(Turney et.al. 1976)

The definitions given below highlights these attributes.

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DEFINITIONS OF MICROTEACHING :(1) Microteaching is defined as microteaching in miniature

where it is scaled down in size of the class time and task

with focus on a specific teaching skill Turney et.al.(1976)

(2) Microteaching is also defined as a system of controlled

practice that makes it possible to concentrate on specific

teaching behaviour and to practice under controlled

conditions. Allen an Eve (1968)

(3) McAlease and Unwin (1971) define it as a sealed down

teaching encounter in terms of time, class, size lesson length

and teaching complexity.

(4) As defined by Passi; (1976), Microteaching is a training

technique which requires student-teachers to teach a single

concept using specified teaching skill to a small number of

pupils in a short duration of time.

(5) McKnight (1971) refines the earlier definitions. According

to him, microteaching is a sealed down teaching encounter

designed to develop new skills and refine old one's.

The early studies on microteaching have conclusively shown

that microteaching works in existing teacher education programme.

It works mainly because it has certain strong merits.

MERITS OF MICROTEACHING :(1) In microteaching the trainer can concentrate on practicing a

specific, well defined teaching skill and it is earlier to

practice the skills stated in behavioral terms.

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(2) Microteaching provides for pin-pointed feedback, it is also

immediate. Therefore, it is easier to incorporate than the

usual feedback which is delayed and global nature.

(3) Microteaching being miniaturized teaching, there is no

problem of close room discipline. So it is a safe practice.

(4) There are less administrative problems in organization of

microteaching in teacher-training institutes because the

teaching sessions are arranged with peers. The problems of

space and supervisors can also be solved by making skillful

arrangements of available facilities (as suggested by Passi

and Shah 1971).

(5) Microteaching provides an opportunity to undertake research

studies with better control over conditions and situations.

(6) Microteaching can be adopted as integral part of teacher

training in Indian context using simple paper pencil tools and

there is no need of sophisticated gadgets like CCTV or VTR

for microteaching.

The foregoing discussion focuses on the merits of

microteaching. However be considered as the main

contribution of microteaching to the field of teacher

education.

TEACHING SKILL:The major premise underlying the technique is that the

complex teaching act can be analyzed into simple limited and well

defined components called teaching skills, there skills can be

taught understood, practiced evaluated predicted and therefore,

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acquired through training. Many definitions of teaching skill are

available, they are given below :

(1) Brown (1975) defines teaching skill as a set of related

teaching acts behaviours performed with on intention to

facilitate pupils learning.

(2) The Asian Institute of Teacher Educators (1972) has defined

the term Technical Skill' of teaching as those specific

activities of teaching that are effective in bringing about the

desired changes in pupils behaviour.

(3) 'By teaching skill will Marsha and Joyce Bruce (1978, P. 16)'

mean a particular teaching behaviour that contributes to the

effectiveness and uniqueness of a teaching model.

(4) Passi (1976, P. 12) defines, "a teaching skill as a group of

teaching acts or behaviours intended to facilitate pupils

learning directly or indirectly".

According to Singh and Joshi (1986) a teaching skill

is a composite set of overt verbal and non-verbal behaviours

exhibited by a teacher as a culmination of prior perceptual

and cognitive processes in an interactive situation with

pupils, and serves one and only one Pedagogical function.

A large number of skills have been identified abroad

and India.

Turney, et.al. (1976) provide a most exhaustive list of

teaching skills which includes both the general teaching

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skills and specific skills useful for teaching of a particular

subject. The number of skills given by them exceeds eighty.

Student-teacher acquire these teaching skill one by

one, when they undergo the various components of

microteaching.

COMPONENTS OF MICROTEACHING :Microteaching has the following components :

1) Presentation of theory

2) Modeling.

3) Planning

4) Performance

5) Perception and Feedback

6) Integration of teaching skill.

1) PRESENTATION OF THEORY :

Process of microteaching begins with the presentation of

theory. The theory consists of two parts.

a) Explanation of general theory of microteaching as a

technique of teacher training.

b) Theory of teaching skill : The general theory of

microteaching includes origin of microteaching, some

definitions, concepts and process and discussion of how it

can be made applicable in consisting teacher education

training.

The theory of teaching skill includes (i) Objectives

and purposes of skill and to be acquired, (ii) Components of

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skill, (iii) Place of skills in class-room teaching, (iv)

Methods of observation and planning lesson of that

particular skill.

(2) MODELING:

Modeling in defined as a individual demonstrating a

particular behaviour patterns which the students learns through

observation.

In case microteaching modeling connotes demonstrating the

particular skill to be acquired by the teacher trainee. In modeling of

the skill, the occurrence of different components of skills is

maximised to the highest possible extent.

(3) PLANNING:

During the planning, teacher trainee thinks about how to

bring different components of skill in his teaching maximally. He

plans for short teaching period generally for five minutes. For this

purpose in microteaching a small session is provided for planning

in which a teacher-trainee plans a short lesson for practicing

teaching skill.

(4) PERFORMANCE:

Performance defined teaching performance as a teaching

behaviour exhibited by teacher by converting of skills or abilities

related to specific objectives.

In case of microteaching, it is a exhibition of teaching skill

components. There are two opportunities provided to the trainees to

exhibit the performance in teach and rc-teach session. In these

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sessions student teacher exhibit different components of skill as

planned earlier, while exhibiting the performance either peer or real

pupil play the role as desired by the teacher.

(5) PERCEPTION AND FEEDBACK :

In microteaching, the perception of teaching skills is a pre­

requisite for the acquisition of teaching skill. The trainees need to

perceive the behaviours of teaching skills of three stages.

i) At the time of observing modeled behaviour.

ii) At the time of emitting skilled behaviour and

iii) At the time of evaluating ones owns performance.

Various observation schedules, rating and counting systems

are used to facilitate the perception of teaching skills in

microteaching and made use of in giving feedback.

The terms Feedback refers to providing information to an

individual about his behaviour performance with a view to modify

it in desired direction. In the microteaching approach there is a

provision for immediate and specific feedback to be provided to a

trainee undergoing practice.

(6) INTEGRATION OF TEACHING SKILLS :

In microteaching, each skill is learnt separately in simulalion

but in real class room conditions, all the skills are used

simultaneously. Therefore, there is need to train teacher trainees in

using the skills in an integrated fashion. Integration of teaching

skill is defined as a dynamic process of establishing appropriate

connection orders among the various constituents elements of

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teaching skills. This is achieved by giving experience close the

reality where in more then one skills one used by trainees together.

The main components of microteaching discussed so far

constitute integral part of the existing microteaching programmes.

However these components were also seen in the earliest

programme at Stanford University.

THE ORGANISATION OF MICROTEACHING

PROGRAMME AT STANFORD UNIVERSITY :The Stanford Microteaching clinic was designed to provide

training and practice in basic instructional skill for 150 pre-service

teacher-trainees. The elements and components of the programme

were arranged in the following manner at Stanford University.

(1) PRESENTATION OF THEORY :

Presentation of theory of micro lesson was done mainly

through lecture and discussion method. The teacher-trainees where

given sufficient of opportunities to get purposes and uses of the

skills in the class-room.

(2) MODELING:

The modeling was organized by presenting live

demonstration. There was a discussion on model after the trainees

received a live or tape demonstration, lessons through out ihe

week.

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(3) PLANNING:

A planning was done by teacher-trainees himself mainly as a

home assignment. Re-planning was done after 10 minutes, critique.

Session nearly 15 minutes were provided for re-planning.

(4) PERFORMANCE:

i) The micro lessoa was conducted for five minutes.

ii) School pupils were invited for participation. Hence, it was

use of real condition. There was lessons were video-taped.

(5) PERCEPTION AND FEEDBACK :

During feedback session normally the supervisor tried to get

the trainee to estimate his success with respect to the particular

skill being worked on. Then they moved on to the students and

supervisors rating reports, which dealt with aspects of the skill to

be learned. Feedback was by supervisors and along with video­

tape, simple rating forms were also used, rating was done by

student teachers and supervisors.

(6) INTEGRATION OF TEACHING SKILLS :

The lesson for integration of leaching skills were named as

micro lessons. Usually the'skills selected for the micro class were

the skills appropriate for longer lessons and along with these skills

the trainees were also expected to demonstrate the earlier acquired

teaching skills. The 20 minutes lesson was followed by thirty

minutes of group critique session. The experience of micro lessons

helped the trainee to use the various skills in an integrated fashion.

The organisation of the various components of microteaching

programme at Stanford University are discussed so far. However

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later on these components were greatly modified in different

Universities all over the world. These modifications were done for

the purpose of feasibility or on the basis of experience and

research.

The variations in different components of micro teaching

done so far, are given in Figure No. 1.2

Sr.No.

Stage Dimension of variation

1 Presentation of Theory

1) Lecture2) Discussion3) Written self Instructional material4) Multimedia package

2 Modeling 1) Perceptual Model like -a) Live demonstrationb) Video recordedc) Audio recordedd) Film2) Symbolic model i.e. written model.

3 Planning 1) Self-planning.2) Planning under guidance3) Different formats used.

4 Performance 1) Conditionsa) Realb) Simulated2) Number of pupils3) Time variations

5 Perception and feed back

1) Use of video-audio tape2) Use of rating system, counting system3) by peer, by supervisors4) Immediate; delayed feedback

6 Integration ofTeaching skills

1) Number of skills2) Strategies of integration

Fig. I. 2 : Variations in components of Microteaching.

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The present research study mainly belong to the variations of

the first component that is use of self-instructional material.

However, it is also related to modeling and planning.

The need for such study was evident for many reasons

1) The studies on use of self-instructional material conducted in

India and abroad have conclusively shown that it is the most

effective way of training teacher trainees.

2) It greatly reduces the burden of teacher educators.

3) It also reduces the time required.

For microteaching, considering the advantages of self-

instructional material and also the constrains of the existing one

year teacher education programme, it was decided to develop such

material in Marathi. Systematic and scientific attempts of

developing such material in Marathi are conspicuous by their

absence.

STATEMENT OF THE PROBLEM :

The statement of the problems as follows

"Development of a Self Instructional Material on Set-

induction Skill in the Context of Microteaching for B.Ed.

Teacher Trainees".

DEFINITIONS OF THE TERMS :DEVELOPMENT

The term development is used in variety of ways and is

meant different things for different people. However for the present

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research purpose the term "Development" is used in connection

with the tools and techniques to be used an evaluation of set

induction purpose. It, therefore includes planning, designing,

constructing and testing of techniques of Set-induction skill.

SELF-INSTRUCTIONAL MATERIAL:

Self instructional material connotes the material prepared for

self learning of teacher trainees.

SET-INDUCTION :

Set induction is a skill of inducing pupils to set for learning,

it prepares them at any moment for the Stimuli, they are going to

receive and the response they are going to give.

SKILL:

Skill is defined as those specific activity of teaching that is

effective in bringing about the desired changes in pupils behaviour

ATOTE (1972).

CONTEXT:

Context with reference to microteaching

MICROTEACHING:

Microteaching defined as teaching in miniature where it is

scale down in terms of class, size, lime and task with focus on

specific-teaching skill.

(Turney et.al 1969 P. VII).

B.EdL TEACHER TRAINEES:

Students admitted in one year B.Ed. Course.

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SCOPE AND LIMITATIONS :This study aimed at developing self instructional material

which would be useful with little modifications to the all the

categories of pre-service and in-service teacher-trainees. However,

the following limitations should be made explicit here.

1) This study is restricted only to the population of pre-service

student teachers admitted in the Vasantrao Naik College of

Education, Kolhapur.

2) The try out was be taken on a sample from the teacher-

trainees enrolled in Vasantrao Naik College of Education,

Kolhapur. Thirty Teacher-trainees were randomly selected

from the students enrolled.

3) Microteaching was not organized for these students. They

directly started lessons and microteaching programme for

them was organized in the second term.

4) The present study is restricted only to the seven steps out of

ten steps of self instructional system designing viz. (i)

Formulation of specifications and objectives (ii) Collection

of research and information, (iii) Planning (iv) Development

of prototype, (v) Try out and revision, (vi) Final product

development, (vii) Installation and field testing product.

Remaining steps viz. (i) Task analysis, (ii) Final

product revision and (iii) Dissemination in the field are

delete!! from the study.

5) Due to unavailability of sufficient lime, the method of

successive approximation could not be used in the present

study.

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6) There are five teaching skills included in microtcaching

programme for B.Ed. course. But only one set-induction skill

in selected for the present study.

7) In the present study the researcher used single group

experimental design for try out development instead of

experimental and control group design.

8) In present study there was a possibility of How-throne effect

and other threats to experimental validity.

ASSUMPTIONS :1) The teacher trainees are motivated to read and go through

self instructional material given to them.

2) They actively interact with the self instructional material

while reading.

3) They think about the material with a view to acquire the

skills.

SIGNIFICANCE OF THE PROBLEM :

1) There is no sufficient self instructional material on micro­

teaching available in Marathi. Therefore, it will cater to the

long standing need of teacher-trainees in Maharashtra.

2) The use of this material will be more economical with

respect to money, time, especially on the background of

scanty duration of teacher-training programme in

Maharashtra.

3) Preset B.Ed. syllabus is heavily loaded with practical work,

use of the self-instructional material reduces the burden of

teacher educators.

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4) A large number of variables are controlled when instructions

are provided through the self instructional material.

Therefore, use of this self instructional material has a great

advantage from research point of view also.

OBJECTIVES OF THE STUDY :1) To develop the self instructional material on set-induction

skill in Marathi medium in context of microteaching.

2) To test the effectiveness of self-instructional material in

terms of theory, performance of teaching skill of the teacher

trainees.

3) To test the effectiveness of seif instructional material on

attitude of teacher trainees towards teaching.

HYPOTHESES:1) The teacher trainees undergoing the microteaching

programme using self instructional material achieve at least

80% of mastery level is theory of different skills.

2) There is no significant difference in teaching performance of

the teacher trainees before and after going through the

microteaching programme using self instructional material.

3) There is no significant difference in attitude towards

teaching of teacher trainees before and after going through

the microteaching programme using self instruction material.

ORGANISATION OF THE STUDY :The Self-instructional material so developed and

experimented and findings based on Experimentation, have been

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systematically presented in the following six chapters as indicated

below :

CHAPTER SCHEME :

CHAPTER -1 - INTRODUCTION

It contains introduction of Micro-teaching concept of

microteaching, definitions of microteaching; merits of

microteaching, definitions of teaching skills, components of

microteaching. The organisation of microteaching programme at

Stanford University, definitions of the terms of the study, scope

and limitations of the study. Assumptions of the study, significance

of the problem, objectives of the study, hypotheses of the study.

CHAPTER - II - REVIEW OF RELATED LITERATURE

This chapter is devoted to the review of the related research

studies in three part there are (i) development of self instructional

material and multimedia packages, (ii) studies related to modeling

in India and abroad (iii) studies related to planning in

microteaching.

CHAPTER III DEVELOPMENT OF SELF-

INSTRUCTIONAL MATERIAL

This chapter the researcher explains the steps of self

instructional of designing, advantages of self-instructional material,

and its limitations.

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CHAPTER IV - RESEARCH DESIGN

This chapter in devoted to explains the introduction of an

experimental design, the sample of the study, tools of the study and

strategy of the present study.

CHAPTER - V - ANALYSIS AND INTERPRETATION OF

SELF INSTRUCTIONAL MATERIAL

This chapter is devoted to analysis and interpretation of the

data obtained by through experimentation and other tools.

CHAPTER - VI - SUMMARY, RECOMMENDATIONS AND

TOPICS FOR FURTHER STUDY

In this chapter the researcher discusses the results of the

experiment and draws findings based there upon the chapter. The

chapter also includes the summary recommendations and the topics

for further study.