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Summary


PRESERVICE CLASSROOM TEACHERS OPINIONS ON MICRO TEACHING IN LIFE SCIENCES TEACHING

Based on the phrase “teacher training programs will be organized to be implementation dominant with original configuration” in the 2023 vision for education, the importance of the most dominant method used for implementation at the point of teacher training of “micro-teaching ” is increasing every day. An effective teacher training application from past to the present, micro-teaching provides the opportunity to develop the teaching abilities of preservice teachers during training. This study investigated the opinions of preservice teachers in 3rd year in a state university in Turkey about micro-teaching implementations. The research was completed with the phenomenology pattern from the qualitative research method. The study group for the research comprised 53 preservice teachers attending a Faculty of Education, Department of Class Teaching in the 2018-2019 educational year receiving third-year education, and registered for the “Life Science Teaching” class. The data collection tool was a “Life Science Teaching Lesson Micro-teaching Self-Assessment Form” comprising 7 open-ended questions. Research data were analyzed using content analysis. Texts were read carefully in the data coding stage and analyzed with the MaxQDA 2020 qualitative data analysis program. According to some results, participants stated that they implemented the plans they made, planned good lessons and were adequate in relation to planning but could have planned better, could not complete what was planned due to excitement, failed at time management, and experienced problems due to reasons such as insufficient material, low motivation, stress, and forgetfulness. Participants found micro-teaching had very strong aspects but also some weak aspects, constructive criticism from lecture staff was very positive, the micro-teaching implementation contributed to professional development, professional experience, and pedagogy of life science teaching and this ensured active participation and the opportunity to observe their inadequacies.



Keywords

Life science teaching, Micro-teaching practice, Preservice teachers


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