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PRE-SERVICE TEACHERS’ BELIEFS REGARDING MICRO-TEACHING AND TEACHING PRACTICE IN BIOLOGY TEACHERS TRAINING PROGRAMME
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study aims to explore the beliefs of pre-service teachers regarding micro-teaching and teaching practice in biology teacher training programs. Micro-teaching, a widely used instructional technique, provides pre-service teachers with opportunities to practice and refine their teaching skills in a controlled setting. Understanding pre-service teachers' beliefs about micro-teaching and its relationship to actual teaching practice is crucial for designing effective biology teacher training programs.
The study employed a qualitative research design, utilizing semi-structured interviews and reflective journals as data collection tools. A purposive sampling technique was used to select 15 pre-service biology teachers enrolled in a teacher training program. The participants were in the final year of their program and had completed a micro-teaching course. The collected data were analyzed using thematic analysis to identify emerging themes and patterns.
Preliminary findings indicate that pre-service teachers hold various beliefs about micro-teaching and its impact on their teaching practice. Some participants perceived micro-teaching as an invaluable tool for developing essential teaching skills, such as classroom management, lesson planning, and instructional strategies. They believed that the controlled environment of micro-teaching allowed them to experiment, receive feedback, and improve their teaching abilities before entering an actual classroom.
However, other pre-service teachers expressed skepticism about the effectiveness of micro-teaching in bridging the gap between theory and practice. They emphasized the limitations of micro-teaching, including its artificial nature and the challenges of transferring skills learned in micro-teaching to real-world classroom contexts. These participants highlighted the importance of authentic teaching experiences, such as internships and practicum placements, to complement micro-teaching and enhance their overall teaching competence.
The findings of this study have implications for the design and implementation of biology teacher training programs. It suggests the need for a balanced approach that combines micro-teaching with authentic teaching experiences to bridge the theory-practice gap effectively. Teacher educators should address pre-service teachers' beliefs, providing them with a clear understanding of the purpose and limitations of micro-teaching, while also emphasizing the importance of field-based experiences. By doing so, teacher training programs can better prepare pre-service biology teachers for the complex realities of the classroom and enhance their overall teaching effectiveness.
Keywords: pre-service teachers, beliefs, micro-teaching, teaching practice, biology teacher training.
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