Micro-Teaching as a Bridge Between Theory and Practice in Teacher Education: Student Interns’ Perspectives
DOI:
https://doi.org/10.23918/ijsses.v12i4p3Keywords:
Micro-teaching, Teacher education, Student interns, Theory and practiceAbstract
Teaching is a complex profession that requires more than solid theoretical knowledge. This knowledge is vital when it is transferred into practice. The present investigation tackles the role of micro-teaching in transferring theoretical knowledge into practice in authentic settings. To do so, a quantitative research design was used in which data were collected using a 28-item questionnaire. Using a purposive sampling method, 63 fourth-year student interns (43 female, 20 male) in the Faculty of Education in a private university comprised the study participants. The questionnaire addressed four themes: Bridging Theory and Practice, Instructional and Classroom Management Skills, Reflective Teaching and Professional Growth, and Technology-Enhanced Teaching. The collected data were analyzed statistically using SPSS. Interestingly, the findings revealed positive responses across all four domains. These positive responses directed towards the effectiveness of micro-teaching included turning theoretical knowledge into practice, improving their classroom management and instructional skills, encourage reflective practices, as well as the use of technology in teaching. Moreover, no notable difference in students’ responses was found regarding gender-based perceptions. The findings highlight the significance and effectiveness of micro-teaching in teacher preparation programs; thus, the study, based on the finding, suggests the integration of micro-teaching in the curricula of teacher education programs.
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