The Impact of Micro-Teaching on the Teaching Practice Performance of Undergraduate Agricultural Education Students in College of Education, Azare

Autor/inn/en	Sa'ad, Tata Umar; Sabo, Shehu; Abdullahi, Aliyu Dahuwa
Titel	The Impact of Micro-Teaching on the Teaching Practice Performance of Undergraduate Agricultural Education Students in College of Education, Azare
Quelle	In: Journal of Education and Practice, 6 (2015) 26, S.109-115 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Microteaching; Educational Practices; Teacher Education Programs; Undergraduate Students; Agricultural Education; Foreign Countries; Schools of Education; Colleges; Statistical Analysis; Questionnaires; Educational Benefits; Teaching Skills; Classroom Techniques; Self Esteem; Preservice Teachers; Scores; Statistical Significance; Required Courses; Nigeria + Suchen Sie Ihr Suchwort? Bildungspraxis; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Ausland; Erziehungswissenschaftliche Fakultät; College; Hochschule; Fachhochschule; Statistische Analyse; Fragebogen; Bildungsertrag; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Klassenführung; Self-esteem; Selbstaufmerksamkeit; Pflichtkurs
Abstract	Micro-teaching and teaching practices are two integral parts of teacher education programme. Therefore, this study investigated the impact of micro-teaching on the teaching practice of the undergraduate Agricultural Education Students admitted in 2012/2013 Academic session in College of Education, Azare, Bauchi State, Nigeria. The 400 level students who had their 200 and 300 levels teaching practice exercises as well the micro-teaching were purposely selected. The microteaching and teaching practices results were analyzed using t-test for unrelated samples while data gathered via questionnaire were analyzed using simple percentage. The findings of the study led to the conclusions that microteaching is useful in improving the teaching skills, classroom management, confidence etc of teacher trainees. It was also found out that there was no significant difference between the micro-teaching and teaching practice performance of students, that is to say there was significant relationship between the two scores of the said courses. Finally, the study found out that there was significant difference between 200 and 300 levels teaching practice performances and this was attributed to the impact of microteaching. The study therefore, recommended that micro-teaching should be maintained by undergraduate teacher training programmes, it should be made a pre-requisite to teaching practice, there should be need for lecturers and students as well as teacher education degree awarding institutions to take the issue of micro-teaching seriously, etc. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01