The Practice Micro-Teaching Among Pre-Service Teachers: For Policy Formulation

Abstract

The supplementation of micro-teaching with video-recording can provide benefits to pre-service teachers along pedagogical content knowledge and reflective practice. This idea is based on the perceptions of pre-service science teachers after they have viewed video-recordings of their micro-teaching.

Although the participants felt some anxiety when informed that their micro-teaching will be recorded on video, they also perceived that some actions, both on the part of the subject teacher and on the micro-teacher, can be done to alleviate this anxiety.

There was a significant negative relationship between micro-teaching grade and perceived drawbacks of being under a video camera i.e the higher the grade, the lesser the perceived extent of disadvantages of being video-recorded. In general, the benefits of video-recording outweighed its drawbacks. Thus, the combination of micro-teaching and video-recording can assist in student development, in relation to both pedagogical content knowledge and reflective practice. Consequently, an institutional policy that requires the supplementation of micro-teaching with video-recording may be considered.