Asian Research Thesis Index

Abstract

This study was conducted in order to observe the impact of microteaching training  on the performance and teaching self-efficacy of prospective teachers in their  teaching practice. The objectives of the study were: (1) to observe the performance  of trainee teachers after acquiring selected microteaching skills in their teaching  practice; (2) to observe the performance of trainee teachers after acquiring set  induction skill in their teaching practice; (3) to observe the performance of trainee  teachers after acquiringpresentation skill in their teaching practice; (4) to observe  the performance of trainee teachers after acquiring questioning skill in their  teaching practice; (5) to observe the performance of trainee teachers after acquiring  students’ re-enforcement skill in their teaching practice; (6) to observe the  performance of trainee teachers without acquiring selected microteaching skills in  their teaching practice; (7) to compare the performance of trainee teachers after  acquiring selected microteaching skills in their teaching practice; (8) to find out the  personal teaching-efficacy of the trainee teachers after acquiring selected  microteaching skills in their teaching practice; (9) to find out the personal  teaching-efficacy of the trainee teachers after acquiring set induction skill in their  teaching practice; (10) to find out the personal teaching-efficacy of the trainee  teachers after acquiring presentation skill in their teaching practice; (11) to find out  the personal teaching-efficacy of the trainee teachers after acquiring questioning  skill in their teaching practice; (12) to find out the personal teaching-efficacy of the  trainee teachers after acquiring students’ re-enforcement skill in their teaching  practice; (13) to determine the personal teaching-efficacy of the trainee teachers  without acquiring selected microteaching skills in their teaching practice; (14) and  to compare the personal teaching-efficacy of the trainee teachers after acquiring selected microteaching skills in their teaching practice. Fifty-three female trainee teachers of Regional Institute for Teacher Education female Abbottabad constituted the population of this study. Through matched random sampling the  subjects of the study were divided into control and experimental group. Fifty  subjects, 25 each in both groups formed the sample of the study. The subjects were  equated in their respective groups on the basis of their pre-test observation sheet  scores in their teaching practice. Pre-test post-test equivalent group design was  selected for the study. Research tools included observation sheet and personal  teaching efficacy scale. Already developed and validated observation sheet by  (Hussain, 2001) was adopted for the present research experiment. The calculated  Cronbach’s alpha co-efficient value of the questionnaire is .82. Personal teaching  efficacy scale was developed and moulded in light of the standardized teacher’s  sense of efficacy scale (TSES). Calculated Cronbach’s alpha co-efficient value of  the questionnaire at pre-test is .83. Trainee teachers of experimental group were  administered microteaching training in set induction, presentation, students’  reinforcement and questioning skills for forty days. Post-test data analysis revealed  that trainee teachers of experimental group showed better performance and higher  teaching self-efficacy than prospective teachers of control group in the use of four  selected microteaching skills.

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