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Strategien der Lehrerbildung / Strategies for Teacher Training

Zur Steigerung von Lehrkompetenzen und Unterrichtsqualität / Concepts for Improving Skills and Quality of Teaching

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Edited By Gerd-Bodo von Carlsburg

Der Band dokumentiert eine Reihe von Beiträgen der XX. Internationalen wissenschaftlichen Konferenz Bildungsreform und Lehrerausbildung, die vom Ministerium für Bildung und Wissenschaft der Republik Litauen, der Litauischen Universität für Bildungswissenschaften in Vilnius (LEU) und der Pädagogischen Hochschule Heidelberg – University of Education gemeinsam veranstaltet wurde. Das Hauptthema der Konferenz waren Bildungs- und Qualitätsstandards der Hochschul- und Schulbildung. Dieses Qualitätsmanagement setzt den Erwerb interaktiver Kompetenzen im Bildungs-, Erziehungs- und Sozialisationsbereich voraus, gewissermaßen als innere Kräfte für Basiskompetenzen, die die Befähigung zu Identität ermöglichen im Hinblick auf die Herausforderungen der Gesellschaft des kommenden Jahrzehnts.

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Training in Teaching Skills through Microteaching (Konstantinos D. Chatzidimou)

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Konstantinos D. Chatzidimou Training in Teaching Skills through Microteaching Abstract The present study presents the views of 128 students at the School of Pedagogical and Tech- nological Education (ASPETE) in Thessaloniki, Greece, regarding their training with the microteaching method. The findings of this questionnaire survey point out the efficacy that microteaching has in the training of specific teaching skills and the formation of professional teachers. Keywords: Teacher education, Microteaching, Teaching skills Introduction The present study presents an empirical investigation conducted at the end of the academic year 2014–2015 at the Thessaloniki branch of the School of Pedagogical and Technological Education (ASPETE) in Greece. The study participants were stu- dents of the pedagogical training programme offered by ASPETE. The subject of the research was microteaching as a teacher training method. The aim of research was to investigate microteaching’s efficacy in matters of teaching methodology and in certain aspects of the instructional work, according to future teachers’ views. The empirical investigation of this particular research subject was considered important because microteaching constitutes an important part of the pedagogical training programme of ASPETE, but also because the interest on microteaching as a training method and as a method of evaluation of teaching practices and forms of behavior of future and/or in-service teachers has been recently renewed (see, for example, Bulut, Açık Çiftçi, 2016; Chatzidimou, 2011, 2012, 2013; Ismail, 2011; Stift, 2009; Taşdelen Karçkay & Sanlı, 2009). This article has five parts. The first is an introduction to the background...

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