THE EFFECTIVENESS OF MICRO-TEACHING

COURSES ON PRE-SERVICE TESL TEACHERS TO

TEACH

No Nama ID Pelajar
.
1. Tharani Murugan 4202037121D
2. Thavaneshan Ganesan Moorthy 4202030771D
 Background of the study
● Micro-teaching courses can be an effective tool for pre-service
TESL teachers to develop their teaching skills.
● According to Ghafoor et al. (2012), the goal of micro-teaching is to
give pre-service teachers the chance to refine their teaching
techniques.
● Furthermore, Muray & Christian (2011) also believed that through
teaching practices student teachers can reflect on their practice to
make sense of it and in developing their own understanding.
Research Aim Problem Statement
Focused on the impact of micro- To explore whether micro-teaching
teaching courses on pre-service TESL courses are effective in enhancing
teachers’ instructional skills, classroom the teaching skills of pre-service
management, and overall teaching teachers
effectiveness.
Research Questions
1. How does micro-teaching courses influence TESL pre-service teachers'
confidence in teaching?
2. What is the effect of micro-teaching on the teaching skills and strategies of
pre-service TESL teachers?
 Literature Review
● Micro-teaching is a widely used teaching method in teacher education
programs or courses.
● According to Guven and Erduran (2014) explored the effect of micro-teaching
on the teaching skills of pre-service teachers. The results showed that micro-
teaching was effective in improving the teaching skills of pre-service teachers.
● Wong and Wong (2017) also studied the impact of microteaching on pre-
service teachers' self-confidence in the classroom. The findings showed that
micro-teaching greatly raised pre-service teachers' self-confidence in their
teaching abilities.
 Theoretical Framework
Improving Reflective
Teaching Skills Practice

Teacher
Preparedness To
Teach

Pedagogical
Classroom
Knowledge Management
Skills
 Methodology
● A descriptive research design is used for this research
● The dominant method equipped in this survey is qualitative in order
to get in-depth answers.
● Qualitative method was deemed suitable for this research because
the effectiveness has be to described rather than counted or
measured
● A questionnaire consisting of eight open-ended questions was
created in Google Form.
● 6 TESL pre-service teachers from UNISEL were selected randomly
to answer the questionnaire. It was made sure that the all of the
respondents do not fall under the same level of proficiency.
 Results and Discussion
RQ1 : How does micro-teaching courses influence TESL pre-service
teachers' confidence in teaching?
How does micro-teaching course impact pre-service ESL teachers' confidence?

Respondent 1 “During micro teaching I overcome the fear of facing students and I
gained more confidence to stand infront of class”.

Respondent 2 “It prepares me for the reality of teaching”.

Respondent 6 “I can see that my confidence is increased yet the practice doesn't
seem to sufficient. I feel that microteaching has to be done more
often”.
RQ1 : How does micro-teaching courses influence TESL pre-service
teachers' confidence in teaching?
Do you think microteaching impacts on your teaching competence? Why?

Respondent 1 “Yes. Because micro teaching allows the pre service teacher to
practice on how to teach and how to engage the students in their
learning process.”.

Respondent 4 “yes . helps student-teachers practice their skills with a small group of
students before teaching a bigger group’’.

Respondent 6 “Yes but it isn't sufficient enough. Having microteaching itself improves
my teaching competence. Yet, the quantity of microteaching pre-
service teachers are having throughout a semester is not enough. The
repetitive factor is missing there’’.
 RQ 2 : What is the effect of micro-teaching on the teaching skills and strategies
of pre-service TESL teachers?

How does micro-teaching developed your teaching skill before teaching in a real
classroom?

Respondent 2 “It has helped me to sharpen my classroom management skills,

communication skills etc”.

Respondent 4 “enhance the skills of problem solving, critical thinking, questioning, and
reflective thinking”.

Respondent 6 “I can train myself into becoming a better teacher and learn from my
previous mistakes. The repetition helps me strengthen my confidence and
teaching effectiveness”.
 RQ 2 : What is the effect of micro-teaching on the teaching skills and strategies
of pre-service TESL teachers?

Did you gain knowledge about how to teach from micro-teaching courses? How?

Respondent 4 ‘’yes . get to know more about all lessons and subjects”.

Respondent 5 ‘’Yes , I’ve learned the application of skills and possible outcomes of
the activities”.

Respondent 6 “Yes. Microteaching establishes real world practice for pre-service

teachers. Pre-service teachers might get a glimpse of the actual
scenario in a school classroom”.
 Conclusion
● Micro-teaching courses demonstrated significant improvement in their
teaching skills, including their ability to plan and deliver effective lessons,
manage the classroom, and engage students.
● The overall findings of this study showed that micro-teaching courses is
believed to have a beneficial effect on pre-service TESL teachers’
awareness and perceptions of their language and teaching competencies.
● The pre-service teachers believe that the micro-teaching course has many
benefits for them, particularly in terms of enhancing their teaching abilities.