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8/3/2019 Microenseñanza para ayudar a los maestros-alumnos de Geografía en la facilitación centrada en el aprendizaje de i…
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AUTHOR: Golightly, Aubrey
TITLE: Microteaching to Assist Geography Teacher-Trainees in
Facilitating Learner-Centered Instruction
SOURCE: Journal of Geography 109 no6 233-42 N/D 2010
COPYRIGHT: The magazine publisher is the copyright holder of this article and
it is reproduced with permission. Further reproduction of this
article in violation of the copyright is prohibited. To contact the
publisher: http://www.ncge.org/index.html
ABSTRACT
This article reports the findings of a case study where microteaching wasimplemented to assist geography teacher-trainees in the planning, design, and
implementation of learner-centered instruction in the classroom. The data were
collected via questionnaires completed by B.Ed. Geography teacher-trainees (n
= 24); structured interviews with some of the trainees (n = 8); and a comparison
of trainees' (n = 8) planned learning activities for practical teaching lessons
before and after microteaching. Results indicate that, after the microteaching
sessions, trainees were more inclined to plan, design, and implement learner-
centered instruction during geography learning experiences.
Key Words: microteaching, geography education, instruction, teacher training
INTRODUCTION
The implementation of outcomes-based education (OBE) in South African
schools during 1997 emphasized and supported the move from teacher-
centered to learner-centered instruction in the school classroom and at all
higher education institutions (South Africa Department of Education 2003).
Pertaining to education in general, Kain (2003) explains that the implementation
of learner-centered instructional approaches necessitates the sharing of
constructed knowledge while learning is achieved through learners' active
engagement in various activities. In this light and after twelve years of OBE in
South African classrooms, it is natural to assume that teachers are by now
proficient with the implementation of learner-centered instructional approaches
and teaching styles in their lesson planning. Research indicates the contrary.In the review of the literature it is evident that most teachers in South Africa
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still use direct teacher-centered instruction in their classroom. Mphaphuli and
Luneta (1997) state that traditional geography instruction in South Africa has
been primarily theoretical, using methods based on memorization and repetition
of facts. In light of their findings they suggest that South African teachers need
compulsory exposure to the wider spectrum of learner-centered instructional
strategies. More recent research clearly indicates that in most South African
classes the teacher is still proclaimed as the authority in the classroom, the sole
provider of information, and also the person who is the summative assessor of
learners' work (Rambuda and Fraser 2004; Gr6sser and De Waal 2006; Beets
2007; De Waal and Gr6sser 2009). Consequently, the example set by mentors
for geography trainees during practical teaching at schools as well as the
comments made by mentors on trainees' lesson presentations, in most cases
do not support or encourage trainees to implement learner-centered instruction
in geography classrooms. The natural conclusion is that geography educators
at the tertiary level should use microteaching to help foster the implementation
of learner-centered instruction in geography classrooms. Cruickshank and
Metcalfe (1993,87) define microteaching as a "scaled down teaching encounter
in which preservice teachers demonstrate their ability to perform one of several
desirable teacher abilities to a group of three to five peers during a short period
of time."
The purpose of this article is to determine if the implementation of
microteaching in the training model of B.Ed. Geography teacher-trainees at the
North West University (Potchefstroom campus) can assist teacher-trainees with
the successful planning, implementation, and presentation of learner-centered
instruction in the geography classroom.
LITERATURE REVIEW AND THEORETICAL FRAMEWORK
Outcomes-based education(FN1) in South Africa emphasizes learner-
centered education (South Africa Department of Education 1997) that,
according to Van Harmelen (1999) and Claassen (1998), was based on the
social constructivist approach to teaching and learning. The OBE curriculum, as
described in the publication from Lubisi et al. (1997), namely Understanding
Outcomes-based Education: Knowledge, Curriculum and Assessment, defines
a learner-centered instructional approach as the development of learning
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programs and materials that favors the learners, recognizing and building on
their accumulated knowledge and experiences, and responding to their
individual and collective needs. A constructivist view of knowledge and learning
proposes that learners should be active independent thinkers and should
therefore critically examine the procedures of knowledge construction. Learner-
centered classroom practices engage students in activities that require
reasoning, discovering, problem-solving, data gathering, application, and
communication of ideas. However, as a point of emphasis it has to be stated
that the constructivist approach to teaching and learning does not deny the
importance of factual knowledge, but it does emphasize that the best way for
learners to attain and understand (and eventually apply) this knowledge is to
"put it into a larger, more lifelike context that stimulates learners to reflect,
organize, analyze and problem solve" (Borich and Tombari 1997, 180).
The effective implementation of learner-centered instructional approaches in
classrooms will ask teachers to change the teaching styles they implement in
the classroom (Visser, McChlery, and Vreken 2006). A teaching style refers to a
combination of teaching methods and techniques that a teacher prefers to
implement in the classroom. Furthermore, Grasha (1996, 1) states that in
relation to education, a teaching style may also be described as a pervasive
quality that plays an important role in several aspects of our teaching. This
implies that teaching style is not simply an accumulation of techniques or
interesting mannerisms, but is also inherent to the teacher's personality and
influences the choice of instructional approaches. In geography education
reference is made to the three general teaching and learning styles, namely
transmission-reception, behavior-shaping, and the interactionist models as
identified by Tolley and Reynolds (cited in Lambert and Balderstone 2003).
Roberts (in Balderstone 2002) also developed a model that gives an overview
of the broad styles of teaching and learning in geography education (Fig. 1). For
the purpose of this study the focus will be on the teaching models developed by
Tolley and Reynolds to emphasize practices such as active learning by and
collaboration among learners in geography education.
In the first model--the transmission-reception model--the learner is perceived
as an empty organism waiting to be "filled" with knowledge. The classroom isdesigned in a formal way to facilitate the transmission of information from the
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teacher directly to the learners. Desks are arranged . neat rows, the teacher
occupies a dominant position at the ont of the class (Williams 1997). Information
is presented through different direct teaching strategies such as lecture
presentations, demonstrations, drill, practice, chalk-and-talk recitations with the
learners recording the information in a manner determined by the teacher.
The second model is the behavior-shaping model in which the teacher is
perceived as a provider of sequential, structured learning experiences( to
learners in a social group. In the geography classroom the emphasis is on
learners recognizing and applying geographical concepts (Lambert and
Balderstone 2003). When studying Figure 1 it is clear that communication
between the teacher and the learners especially is emphasized in this model.
Some of the teaching strategies often used in this model are the question-and-
answer method, discussions, assignments, oral presentations, and the
classroom feedback from the learners after the completion of certain
assignments.
Last is the interactionist model in which the emphasis is on individual learners
and the teacher engaging in inquiring and problem solving in a collaborative
manner. The learner is seen as a social organism and the classroom design
and the extended classroom takes this into account. Classroom furniture is
arranged to promote learner-learner and teacher-learner interaction. The
teaching style makes allowance for the teacher to be part of the learning
process and the typical responsibilities of the teacher are transferred to the
learners. Some of the typical teaching strategies and activities in this model
include cooperative learning, problem solving, inquiry learning, debates, case
studies, role play, and simulations.
From Figure 1 it is clear that Style A represents the traditional teacher-
centered approach while Styles B and C are more inclined towards learner-
centered instruction. Adaptability to all teaching and learning styles is an
important tool that prepares geography teachers for a variety of teaching
conditions where they can appeal to and enhance the learning of a greater
variety of learners. Therefore, Buch and Bartley (2002) state that geography
teachers need to adapt their teaching styles and instructional methods to
facilitate the learning process by offering a variety of learning opportunitiesappropriate to different learning styles and to different subject matter and
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geography lesson outcomes. Dasari (2006) further states that the teaching
styles and strategies implemented by the geography teacher will have tobe
continuously revised in that the basic content may be the same but the learner
groupings will differ and delivery will have to cater to these differences.
Unfortunately, the theoretical knowledge that geography teacher-trainees in
South Africa gain regarding various teaching styles and learner-centered
instruction strategies and methods during their university training is seldom
promoted or supported by teachers or mentors who supervise the trainees
during practical teaching. To address this problem, microteaching is essential to
ensure that trainees learn how to implement learner-centered instruction in the
classroom.
The use of microteaching as part of teacher education is seen as an effective
way of assisting on-campus preservice teacher-trainees to learn about and
reflect upon effective teaching practice (I'Anson, Rodrigues, and Wilson 2003)
and as a bridge that connects theory to practice (Fernandez and Robinson
2006; Pringle, Dawson, and Adams 2003). As teacher-trainees in many training
programs complete their practical teaching with inadequate supervision and
little to' no student Ifeedback, the relative merits and economy of microteaching
become more and more apparent. Microteaching is a common practice in
teacher education that originated in the United States in the 1960s (Grossman
2005) and can provide geography teacher-trainees with hands-on learner-
centered teaching experiences.
Literature describes the use of microteaching as a beneficial and accepted
element of preservice teacher education. Microteaching experiences provide
preservice teachers with a number of benefits:
* gaining valuable experience with lesson planning (Bell 2007);
* providing an effective way of assisting preservice teachers to learn about
and reflect upon effective practice (I'Anson, Rodrigues, and Wilson 2003);
* introducing preservice teachers to their roles as teachers (Amobi 2005);
* helping them to see the importance of planning, decision making, and
implementation of instructional methods and strategies (Gess-Newsome and
Lederman 1990);
* enabling teachers to develop and improve teaching skills (communication,public presentation, etc.) (Benton-Kupper 2001); and
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* building practical teaching confidence (Brent, Wheatley, and Thomson
1996).
Research on student perceptions regarding the value of microteaching
indicates that students themselves find it useful and enriching (Amobi 2005;
Benton-Kupper 2001). For lecturers of teacher-trainees, the implementation of
microteaching into the training syllabus enables both the preservice teachers
and the trainers to engage in dialogue and discussion centered on making
connections between theories of teaching and practical microteaching
experiences (Allen and Wang 2008; Pringle, Dawson, and Adams 2003).
Benton-Kupper (2001) emphasizes that feedback to students should be detailed
rather than general in nature. She describes detailed feedback as being
"supportive" and containing constructive feedback and suggestions that can be
used to improve preservice teachers' teaching methods. Darling-Hammond et
al. (2005, 412) recommend that "students develop an analytic framework to
assess the micro-teaching performances of their peers." The critical
examination or assessment of teacher-trainees' lesson presentations during
microteaching correspond with Lim and Chan's (2007,476) view that "to critically
examine or reflect on the strengths and limitations of each approach may
restructure trainees' existing beliefs and encourage them to adopt new
instructional practices that are consistent with their pedagogical beliefs."
The question remains whether microteaching in the training model of B.Ed. at
the North West University (Potchefstroom campus) can assist geography
teacher-trainees with the successful planning, implementation, and presentation
of learner-centered instruction in the geography classroom.
RESEARCH OBJECTIVES AND METHODS
The purpose of this study was to determine:
* The perceptions and attitudes of geography teacher-trainees regarding the
implementation of microteaching in their training program
* The perceptions of geography teacher-trainees regarding the use of
microteaching to assist them in the implementation of learner-centered
instructional strategies and styles
* The aspects of microteaching that play an important role in assisting
trainees in the implementation of learner-centered instruction in their geography
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classes
* The influence of microteaching sessions in assisting teacher-trainees in the
planning, designing, and facilitation of learner-centered instruction in geography
classrooms
CONTEXT OF THE STUDY
The study was conducted in a teacher education program of a university in
the North West Province in South Africa, namely the North-West University. The
university offers a four-year B.Ed. degree that prepares candidates to teach in
one of the following educational phases: intermediate (grades 4-6), senior
(grades 7-9) and further education and training (FET) (grades 10-12). During
the first three years the geography teacher-trainees take academic modules
and in their fourth year two geography methodology modules. During the first
three years of training, the trainees perform six weeks of practical teaching at
schools and in the fourth academic year the practical teaching increases to
eight weeks. The microteaching sessions applicable to this study are
implemented in the fourth year of training: This article reports on work
conducted in 2008. Twenty-four fourth-year B.Ed. Geography teacher-trainees
took part in the study.
INSTRUCTIONAL PROCEDURES
In the geography methodology module for the fourth-year B.Ed. teacher-
trainees, there are three scheduled contact sessions per week. Two sessions
are used for theoretical studies and one contact session for microteaching. In
the theoretical studies the focus is on the different teaching and learning
theories, strategies, methods, and teaching aids, as well as assessment
strategies and methods in geography education. The trainees also have to plan
and design learner-centered instructional lessons, embedded in the
socioconstructivist approach (c.f. Jonassen 1999) as part of their training.
The purpose of the microteaching sessions is mainly to demonstrate an
ability to integrate content, methodology, and pedagogy as covered in the
National Curriculum Statements (NCS) for geography. The trainees have nine
contact sessions of fifty minutes each per semester. During the microteaching
period it is expected of the trainees to present at least one microlesson (ten to
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twelve minutes) per semester. Two or three trainees each present a lesson per
session.
The lecture hall used for the presentation of the microteaching sessions is
designed and organized like a normal classroom, complete with a blackboard,
projector, and computer with access to PowerPoint and Internet. Teacher-
trainees are therefore expected to make use of teaching aids such as
PowerPoint presentations, transparencies, worksheets, posters, and models.
The teacher-trainees were divided into groups of four. They were instructed
to select themes for the microteaching sessions as prescribed in the NCS for
geography teaching according to the specific phase (intermediate, senior, or
FET) they were registered to teach. The trainee, with the assistance of the other
three group members, had to plan and design a learner-centered instructional
microlesson for a specific phase, which was then presented to the class during
the scheduled microlesson.
The group members acted as learners during the microlesson presentations.
The same assessment form used by lecturers to assess trainees' lesson
presentations during practical teaching was used to assess performance during
the microlessons. However, the main focus of the microlessons is to ensure the
implementation of learner-centered instructional strategies and activities that
actively involve the students in the learning process and promote
communication and collaboration among learners in the class. Directly after
each presentation, fellow trainees and the lecturer analyze the lesson, give
constructive commentary, and critique, as well as suggestions regarding how to
present a more learner-centered lesson. The presenter' of the lesson was
afforded the opportunity to defend his/her instructional approach, style, and
lesson activities as applied during the microlesson. The lecturer was mainly
responsible for the facilitation of the discussion among class members in the
analysis of the presentation. To ensure that all students were attentive and
participated in the discussion, the trainees had to submit a written reflective
report (c.f. Fernandez and Chokshi 2002) of each fellow trainee's microlesson
presentation with the emphasis on strengths and weaknesses in the
implementation of learner-centered instruction in that specific lesson.
After the lesson presentation every trainee was required to submit a copy ofhis/her microlesson planning and design, including the prescribed critical-,
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learning-, and lesson-outcomes, as well as the learning activities and
assessment strategies and methods. These documents were analyzed by the
lecturer and constructive written feedback was prepared and provided to each
student. The lesson presentations and written lesson planning were used to
compile an assessment mark. Of the final participation mark for the semester,
the microlesson mark contributed 20 percent.
DATA COLLECTION METHODS AND ANALYSIS
A mixed-method approach that involved collection and analysis of both
qualitative and quantitative data was used (Cresswell 2003). The researcher
employed the following qualitative and quantitative data collection methods:
* questionnaires completed by the geography teacher-trainees (n = 24) at the
end of the microteaching period;
* structured interviews with a number of teacher-trainees (n = 8);
* analysis and comparison of the teacher-trainees' (n = 8) written planning
and designed learning experiences (n = 8) before and after the microteaching
sessions. For this specific purpose the researcher analyzed the compiled
teaching portfolios of the participating trainees. He compared two geography
lesson plans submitted by each participating trainee during their practicalteaching weeks in 2007 (before the trainees' exposure to the microteaching
sessions) and two lesson plans each submitted by those same trainees during
practical teaching in 2008 (after exposure to and participating in the
microteaching sessions). In the analysis the researcher focused on the
difference in lesson presentations, if any, regarding learner-centered instruction
before and after exposure to microteaching as part of the teachers' training.
FINDINGS AND DISCUSSION
Perceptions and Attitudes of Geography Teacher Trainees Regarding
Microteaching
With the implementation of the microteaching sessions the researcher
requested that the geography teacher-trainees, as participants in the study,
complete a questionnaire in order to determine their perceptions and attitudes
regarding their impending microteaching participation. At the beginning of the
semester most of the participants (n = 13) were positive regarding the
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microteaching while the others (n = 11) were moderately to very negative
regarding microteaching. The questionnaire and the interviews produced the
following as the main reasons for the initial negativity: the trainees were of the
opinion that they had had enough practical experience after three years of
practical teaching in schools; they were nervous regarding the unrealistic and
unfamiliar setting for the microlessons; they were nervous to present lessons in
front of fellow-students; and they indicated that the expected learner-centered
instructional approach was challenging regarding the new expectations from
lecturers with regard to planning and presentation of learning activities. During
the interview one of the respondents stated:
I was extremely negative regarding microteaching since I did not want to
expose myself to the criticisms of my fellow-students or my lecturer. We were
literally pulled from our comfort zone by the expectations posed by this new
teaching approach. New challenges were presented with the planning and
presentation of the micro-lessons that required of me to spend much more time
on my planning and design of lessons. (Respondent A)
The above-mentioned reasons for respondents' negativity compares
favorably with those presented by Bell (2007). Most of the respondents
emphasized the fact that a learner-centered instructional approach required
more from them than the traditional teacher-centered instructional approach.
This changing role of the teacher was initially perceived as negative--most of
them had a natural resistance to change. As correctly stated by Bolhuis and
Voeten (2004) the teachers' conceptions of learning deviated from the new
ideas of learning that underlie the innovation.
By the end of the first semester, nine weeks after first implementing
microteaching, most of the negative attitudes and perceptions of the trainees
evaporated. By this time twenty-one of the participants were positive to very
positive regarding the presentation of microlessons and only three still harbored
negative feelings. The main reasons for the respondents change-of-heart as
indicated in the questionnaires and the interviews were the following: the
perceived value of the microlessons with regard to the planning and design of
learner-centered instruction; trainees were more familiar with the presentation of
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learner-centered microlessons; and the trainees realized that the feedback from
fellow-students and the lecturer was constructive in nature and that they were
learning from one another.
The following respondent summarized these findings during his interview:
Micro-lessons are a MUST! The microlessons provided me with more
experience in the implementation of learner-centered instruction than all my
practical teaching experience over the past 3 years. As a student you are
exposed to new ideas for your own lesson presentations by watching and
analysing your fellow-students' lessons. You also get the chance to apply your
theoretical knowledge in practice. I am now of the opinion that the presentation
of only one micro-lesson per semester is not enough. Micro-teaching should be
implemented from your first or second year of training. (Respondent C)
These positive perceptions from trainees regarding microteaching are
confirmed by the research of Amobi (2005) and Benton-Kupper (2001). After
being exposed to microteaching for only nine weeks, the trainees realized the
value therein themselves.
INSTRUCTIONAL APPROACHES
The questionnaire requested respondents to indicate whether they were of
the opinion that the planning and presentation of microlessons contributed
towards a greater emphasis on learner-centered instruction in their lesson
presentations. Most of the respondents (n = 23) agreed that the microlesson
presentations and assessment by fellow-students definitely contributed towards
the effective implementation of learner-centered instructional approaches in the
classroom.
The respondents then had to indicate to what extent microteaching
influenced the implementation of certain teaching approaches. Respondents
had to indicate how many times on average either a teacher-centered or a
learner-centered instructional approach was evident in their lesson
presentations before and after the completion of the microteaching sessions.
The average response percent of all the respondents is indicated in Table 1.
From Table 1 it is evident that respondents are of the opinion that they mainlyfocused on teacher-centered instruction in the classroom (66%) before they
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were exposed to microteaching. The microlessons definitely contributed
towards a shift in emphasis towards more learner-centered instructional
approaches (70.8%) in their lesson presentations. The following remark by a
respondent supports these findings:
Most of the trainees used much less explanation and demonstration of learning
content to learners after they were exposed to micro-teaching. There are now
more opportunities for learners, individually or in groups, to explore learning
content themselves (Respondent E).
An interesting remark by one of the respondents is worth mentioning:
What I find note worthy is that the microlessons presented by students by the
end of the semester succeeded in effectively involving the learners in the
learning process, not as just an add-on to keep the lecturer and fellow-students
happy, but as a natural part of their lessonpresentation. It is as if the students
realised the importance of involving the learners in this learning process.
(Respondent G)
Thus it is evident that the respondents agreed that participation inmicroteaching contributed towards their implementation of learner-centered
instructional approaches in the classroom. These findings correlated with the
research findings of I'Anson, Rodrigues, and Wilson (2003) and Klinzing (2002)
which highlighted that microteaching was an effective way of helping pre-
service teachers learn about and reflect upon effective practice.
TEACHING AND LEARNING STYLES
Respondents were requested to indicate to what extent microteaching
influenced the teaching styles they implemented in the geography classroom
during every microlesson. For this purpose the respondents were referred to the
three teaching and learning styles described by Tolley and Reynolds (quoted by
Lambert and Balderstone 2003). Respondents had to specifically indicate the
frequency of usage of each style during a lesson, first during the initial
microteaching sessions and then by the end of the semester after they had
become more familiar with microteaching.
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Most of the respondents (n = 21) were of the opinion that they mostly
implemented the transmission reception model during the initial microlessons.
This is indicated in Table 2 with an initial average percentage of 59 percent in
favor of this teaching model, whereas only 13 percent was dedicated to the use
of the interactionist model. By the end of the semester most of the respondents
(n = 23) were implementing the interactionist teaching model (average of 53%).
Their lesson planning and presentation focused more on discussions among
learners and involvement in learning activities and content, on the creation of a
cooperative learning environment, and group work. Learners were actively
involved with their own education and participated in the assessment of learning
activities.
These findings were further confirmed during the interviews. The following
answer of one of the respondents serves as an example:
The micro-teaching sessions definitely influenced my choice of teaching
strategies and styles implemented during my lessons. The sessions made it
possible to actually apply theory in classroom practice. During planning and
presentation of the microlesson you are challenged to think out of the box and
to actively involve the learners in the learning process and to allow them tolearn from one another within their groups. When you observe and assess
fellow-students during their lesson presentations, you are exposed to new ideas
regarding teaching styles and strategies that you can later apply in your own
teaching. (Respondent B)
Another respondent said the following:
During some of the presentations I became angry at my fellow-students when
they still applied the traditional direct instructional approach--feeding the
learners the facts! In these instances I immediately began thinking of ways to do
the same in a totally different manner--actively involving the learners in the
teaching process. (Respondent E)
These commentaries indicate that the microlessons also developed the
trainees' ability to critically analyze one another's presentations. For students to
change their perceptions regarding the implementation of different teaching
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styles in the classroom, it is of critical importance that they "develop an analytic
framework to assess their peers' microteaching performance" (Darling-
Hammond et al. 2005, 412).
ASPECTS OF MICROTEACHING THAT ASSISTED WITH THE
IMPLEMENTATION OF LEARNER-CENTERED INSTRUCTION
The questionnaire listed various aspects of microteaching (Table 3) and
respondents were requested to indicate the extent of the influence of every
aspect on their perceptions and beliefs regarding the implementation of learner-
centered instruction.
In Table 3 those aspects of microteaching with the highest influence on the
perceptions and beliefs of the respondents regarding the-implementation of
learner-centered instruction are indicated as follows: the lecturer's oral
commentary and constructive criticisms regarding lesson presentations (n = 15);
the presentation of microlessons to fellow-students (n - 13); the assessment of
the lesson presentations of fellow-students (n = 12); the written feedback from
the lecturer regarding lesson planning (n = 12); and the commentary and
constructive feedback from fellow-students regarding their lesson presentations
(n = 10). The last-mentioned aspect was specifically emphasized during theinterviews. The following are some of the responses from the interviews:
The assessment of and constructive feedback to fellow-students after their
lesson presentations were of great value to me. The use of different learner-
centered instructional strategies by fellow-students contributed to my own
creativity in my lesson planning. The feedback from fellowstudents and my
lecturer directly influenced the type of ideas I accumulated for my next lesson
presentation. (Respondent C)
In the micro-teaching sessions I was encouraged to rise to the challenge within
a safe learning environment wherein it was OK to make mistakes. We
discussed everything and argued on important matters. The contributions of my
fellow-students and lecturer, as well as my own reflections after my lesson
presentations, were where valuable ideas were exchanged. (Respondent F)
Feedback and constructive criticism from the lecturer and fellow-students aswell as fellow-students' assessment of the microlesson presentations were
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highlighted as aspects that were mostly responsible for the trainees' changed
perceptions regarding the implementation of learner-centered instructional
approaches. In the literature review some of the studies also highlighted the
importance of reflection to help change perspectives of students. According to
Amobi (2005, 116) and Benton-Kupper (2001) feedback serves as the "content
for and quality of reflection." This enables preservice teachers to reflect on their
microteaching experiences leading to change in self-perceptions and
subsequent teaching behaviors.
TEACHING AND LEARNING ACTIVITIES DURING PRACTICAL TEACHING
Although most of the teacher-trainees were of the opinion that the
microteaching sessions were a great incentive to assist them with the
implementation of learner-centered instruction in the classroom, the question
remains whether these students also applied this approach in practice. To
determine whether this was the case, the respondents (n = 8) with whom
interviews were conducted were requested to submit their practical teaching
journals. For the purpose of this section of the study, four geography lessons as
presented during practical teaching during 2007 and 2008 were analyzed--two
lessons presented before exposure to the microteaching sessions (2007) andtwo lesson presentations after the trainees participated in microteaching (2008).
The design and planning of the teaching-learning activities for the geography
lessons presented during 2007 and 2008 were compared to determine whether
the implementation of the microteaching sessions influenced the focus on
learner-centered activities (Table 4). In Table 4 the number of learner activities
as presented by the trainees during their practical teaching lessons during 2007
and 2008 are indicated.From Table 4 it is evident that the respondents placed greater emphasis on
learner-centered teaching-learning activities in their lesson planning after
participation in the microteaching sessions (2008). During practical teaching
before participation in the microteaching sessions (2007), the respondents
mainly focused on the explanation and demonstration of content (34.2%) as
well as questioning of learners (15.7%) during their lesson presentations. The
completion of worksheets (22.8%) was used to determine whether the learners
understood the learning content and assessments of teaching-learning activities
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were mainly led by the teacher him/herself (87%). These activities support the
perception of the trainees regarding the use of teacher-centered instructional
strategies and styles before they learned how to implement learner-centered
instruction during the microteaching sessions. The types of teaching-learning
activities indicate that the trainees were mainly focused on the use of the
transmission-reception model and to a lesser extent the behavior-shaping
model regarding their teaching styles (also see Table 2).
The trainees' lesson planning after participation in microteaching in 2008
indicated clearly that they developed and implemented a greater variety of
individual and cooperative teaching-learning activities during practical teaching.
Although teacher-centered activities such as explanation and demonstration of
content (14.5%), questioning (8.4%), and completion of worksheets (18%) were
still implemented, the learner-centered activities such -as discussion of themes
in cooperative learning environments and groups (18%), feedback by learners
(4.8%), as well as individual teaching-learning activities such as the design of
posters, research projects, building of models, role play, etc. took precedence
over the first-mentioned activities (Table 4). Furthermore, the teacher-trainees
made use of different assessment agents to gauge learners' assignments and
activities. These results support the perceptions of respondents regarding the
shift in their focus from teacher-centered to learner-centered instruction and
learner-styles after their participation in microteaching sessions.
CONCLUSION
The teacher-trainees perceived microteaching as a worthwhile and beneficial
learning experience. This study definitely indicates the great potential of
microteaching in assisting preservice geography teacher-trainees with theimplementation of learner-centered instruction in classrooms. Microteaching
also gives the trainees a platform where they can practice different instructional
strategies and skills, such as the implementation of learner-centered instruction,
in a controlled and safe learning environment. The focused feedback and
encouragement, combined with the examples set by fellow-students, helped to
change trainees' perceptions on the value of learner-centered instruction. It also
gave students the opportunity to make thoughtful judgments on their own and
fellow-students' lesson presentations and help them to develop their teaching
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abilities. In addition the study also indicates that microteaching assists trainees
to bridge the important gap between theory and practice.
Although by the end of the semester most, if not all, of the trainees
implemented learner-centered instruction during their microlesson
presentations, they were not all equally competent. Many of the trainees still
need a lot of practice in learner-centered instruction. Most important is their
willingness to implement learner-centered instructional approaches in their
lesson presentations because of the changed perceptions regarding the value
thereof to the learners.
Finally, evidence from this research indicates that the microteaching process
in a South African context is effective in providing an alternative way of helping
trainees to develop learner-centered instructional strategies in classrooms.
ADDED MATERIAL
Dr. Aubrey Golightly is a lecturer in the faculty of education at the North-West
University, Potchefstroom Campus, South Africa.
Table 1. The influence of microteaching on respondents' perceptions
regarding the implementation of teacher- and learner-centered instructional
approaches.
Before Microteaching After Microteaching
Instructional Approach (Average % ) (Average % )
Teacher-centered 66.6% 29.2%
Learner-centered 33.4% 70.8%
Table 2. Respondents' perceptions regarding the implementation of teaching
and learning styles during microlessons.
By the End of the
Initial Microteaching Semester Microlessons
Teaching and Learning Styles Sessions (Average % ) (Average % ) During
Transmission reception model 59% 18%
Behavior-shaping model 28% 29%
Interactionist model 13% 53%
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Table 3. Aspects of microteaching that contributed towards the
implementation of learner-centered instruction by the respondents (n = 24).
Aspects of Microteaching No Influence Little Influence
Some Influence Great Influence
The prescribed learning content in the Education modules 0 5
16 3
regarding learner-centered instructional approaches.
The written planning and design of learner-centered instruction 1 8
6 9
during microlessons.
The presentation of learner-centered microlessons by my 0 3
8 13
fellow-students.
Assistance, support, and advice from group members regarding 4
9 6 5
the planning of my microlesson.
The oral commentary and constructive feedback from my 0 0
9 15Geography lecturer after my lesson presentations.
The commentary and constructive feedback from my 1 1
12 10
fellow-students after my lesson presentations.
The assessment of the microlesson presentations of my 0 2
10 12
fellow-students on the prescribed assessment forms.The written commentary from my lecturer regarding my written 0 2
10 12
lesson planning and design.
The prescribed learning material in Geography subject didactics 0 6
14 4
that I studied before all my lesson presentations.
The written reflective report from every student regarding the 1 5
12 6
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microlessons of the other students.
Table 4. Teaching-learning activities for geography lessons during practical
teaching.
Number of Teaching-Learning Number
of Teaching-Learning
Types of Teaching-Learning Activities Activities (2007)
Activities (2008)
Explanation and demonstration of content by teacher 24 (34.2% )
12 (14.5% )
Questioning by teacher 11 (15.7% )7 (8.4% )
Learners participate in class discussions 8 (11.4% )
8 (9.6% )
Teacher reads from the textbook 5 (7.4% )
-
Discussion of themes in a cooperative learning environment and 2 (2.8%
) 15 (18% )
group discussions
Reports and feedback from learners during the lesson 4 (4.8% )
Individual learning activities for the learners:
completion of worksheets and/or questions in textbook 16 (22.8% )
15 (18.0% )
fieldwork outside the classroom - 2
(2.4% )
completion of word puzzles - 2
(2.4% )
mind maps - 4 (4.8%
)
building of models 2 (2.8% ) 3
(3.6% )
design posters - 4 (4.8%
)
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classroom debates - 1
(1.2% )
educational games - 2
(2.4% )
role play - 3 (3.6% )
research projects 1 (1.4% ) 2
(2.4% )
Total 70 (100% ) 83
(100% )
The assessment agent of the teaching-learning activities:
teacher (facilitator) assessment 27 (87.0% )
18 (45% )
self-assessment 2 (6.5% ) 6
(15% )
pair-assessment - 2 (5%
)
group-assessment 2 (6.5% ) 11
(27.5% )
assessment by peers - 3
(7.5% )
Total 31 (100% ) 40
(100% )
Figure 1. Teaching styles of geography teacher-trainees and Tolley and
Reynolds, cited in Lambert and Balderstone 2003).
[Graph or Chart Omitted]
NOTE
1. As experienced during the implementation of OBE in South African schools, it
is necessary to point out that OBE was also implemented with mixed success in
countries like the United States, Australia, England, and New Zealand, where it
was reviewed or replaced. In the United States, for example, OBE was replaced
with standard based learning after only a few years because of various
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problems and shortcomings experienced by educators (Zlatos 1994; Watt
2005).
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