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MICRO TEACHING:   ENHANCING TEACHING SKILL IN TEACHER EDUCATION

Meenakshi Srivastava

Assistant Professor

S.S.Khanna Girls Degree College Allahabad

Meenakshi387@gmail.com

Contact no-8004413850

 

 

ABSTRACT

The art of teaching does not merely involve a simple transfer of knowledge from one to other. Instead, it is a complex process that facilitates and influences the process of learning. Quality of a teacher is estimated on how much the students understand from his/her teaching. The classrooms cannot be used as a learning platform for acquiring primary teaching skills. Microteaching is a laboratory technique of teacher training in which the complexities of normal class room teaching are simplified. It is described as a ‘Scaled down teaching encounter in class size and class time’ (Allen and Ryan1969). This training technique provides teachers an excellent opportunity to improve their teaching skills and follows the Skinners’ Theory of Operant Conditioning and it also has a scientific basis (Passi, 1976). Knowledge acquisition, skill acquisition, and transfer are the three different phases of microteaching (Passi, 1976). Knowledge acquisition phase is the preparatory, pre-active phase, in which the teacher gets trained on the skills and components of teaching through lectures, discussion, illustration, and demonstration of the skill by the experts. In the interactive, skill acquisition phase,
the teacher plans a micro-lesson for practicing the demonstrated skills. Ultimately, they can integrate and transfer these learned skills from simulated teaching situation to real class room teaching (Passi and Shah, 1976). Adequate and appropriate constructive feedback for each skill can encourage re-teaching and re-implementing of the skill. The entire faculty play dual role of trainee and constructive evaluators.

 

journal of english

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2017-11-07T12:04:56+00:00
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