Implications of Training Student Teachers of Preschooling through Micro-Teaching Activities for a Classroom with Mentally-Disabled Students

Autor/in	Deniz, Sabahattin
Titel	Implications of Training Student Teachers of Preschooling through Micro-Teaching Activities for a Classroom with Mentally-Disabled Students
Quelle	In: Educational Research and Reviews, 5 (2010) 6, S.338-346 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Classroom Techniques; Student Teachers; Vocational Schools; Teaching Skills; Teaching Methods; Special Needs Students; Mental Retardation; Student Teacher Attitudes; Program Effectiveness; Foreign Countries; Questionnaires; Self Esteem; Learning Activities; Females; Child Development; Turkey + Suchen Sie Ihr Suchwort? Klassenführung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching method; Lehrmethode; Unterrichtsmethode; Sonderpädagogischer Förderbedarf; Geistige Behinderung; Ausland; Fragebogen; Self-esteem; Selbstaufmerksamkeit; Lernaktivität; Weibliches Geschlecht; Kindesentwicklung; Türkei
Abstract	The aim of this study is to explore whether there is a difference between the student teachers' opinions about in-class teaching skills before and after applying micro-teaching. This study was carried out with the participation of second-year students of the Child Development Program of a Vocational School in the full term of 2005-2006 academic years. The opinions of the student teachers about in-class teaching skills were obtained via a questionnaire consisting of 31 items. In the opinions of the student teachers, regarding 25 items out of 31, significant differences were observed before and after micro-teaching applications. Following micro-teaching activities, while self-confidence of the student teachers and their in-class teaching skills increased, their concerns about classroom management were observed to dissipate. (Contains 4 tables.) (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10