EXAMINING PRIMARY PRE-SERVICE TEACHERS' DIFFICULTIES OF MATHEMATICS TEACHING WITH THE MICRO-TEACHING METHOD
The purpose of the study was to examine primary pre-service teachers' difficulties of the teaching of mathematics with micro-teaching method. The participants of the study were 15 third grade pre-service teachers from the department of primary education in the faculty of education. In this grad...
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| Veröffentlicht in: | Acta Didactica Napocensia 2015-07, Vol.8 (3), p.1 |
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| description | The purpose of the study was to examine primary pre-service teachers' difficulties of the teaching of mathematics with micro-teaching method. The participants of the study were 15 third grade pre-service teachers from the department of primary education in the faculty of education. In this grade which includes four sections, there were approximately 150 pre-service teachers. All of them taught mathematics with the micro-teaching method in a period of 40 minutes. To gather data, a semi-structured interview was administered. Later the recorded interviews were transferred to written texts and analysed. The pre-service teachers' responses were qualitatively analysed to characterize patterns and categorize answers. The main results of the study revealed that before the teaching the pre-service teachers were concerned about classroom management, excitement, lack of materials, unable to use time effectively. A majority of them indicated that, during their teaching, they were most forced into managing classroom and encouraging students' class participation. The artificial nature of micro-teaching negatively influenced pre-service teachers' classroom management and prevented to implement their teaching plans as they wished. |
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The participants of the study were 15 third grade pre-service teachers from the department of primary education in the faculty of education. In this grade which includes four sections, there were approximately 150 pre-service teachers. All of them taught mathematics with the micro-teaching method in a period of 40 minutes. To gather data, a semi-structured interview was administered. Later the recorded interviews were transferred to written texts and analysed. The pre-service teachers' responses were qualitatively analysed to characterize patterns and categorize answers. The main results of the study revealed that before the teaching the pre-service teachers were concerned about classroom management, excitement, lack of materials, unable to use time effectively. A majority of them indicated that, during their teaching, they were most forced into managing classroom and encouraging students' class participation. The artificial nature of micro-teaching negatively influenced pre-service teachers' classroom management and prevented to implement their teaching plans as they wished.</description><identifier>ISSN: 2065-1430</identifier><identifier>EISSN: 2065-1430</identifier><language>eng</language><publisher>Cluj-Napoca: Babes Bolyai University, Didactics of Exact Sciences Chair</publisher><subject>Anxiety ; Behavioral Objectives ; Elementary School Curriculum ; Foreign Countries ; Grade 3 ; Learning ; Lesson Plans ; Mathematics Instruction ; Microteaching ; Performance Factors ; Preservice Teacher Education ; Preservice Teachers ; Primary Education ; Qualitative Research ; Self Efficacy ; Semi Structured Interviews ; Student Teacher Attitudes ; Student teachers ; Student Teaching ; Studies ; Teaching Methods ; Teaching Skills ; Turkey</subject><ispartof>Acta Didactica Napocensia, 2015-07, Vol.8 (3), p.1</ispartof><rights>Copyright Babes Bolyai University, Didactics of Exact Sciences Chair 2015</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,314,690,780,784,885</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1082848$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Bastürk, Savas</creatorcontrib><creatorcontrib>Tastepe, Mehtap</creatorcontrib><title>EXAMINING PRIMARY PRE-SERVICE TEACHERS' DIFFICULTIES OF MATHEMATICS TEACHING WITH THE MICRO-TEACHING METHOD</title><title>Acta Didactica Napocensia</title><description>The purpose of the study was to examine primary pre-service teachers' difficulties of the teaching of mathematics with micro-teaching method. The participants of the study were 15 third grade pre-service teachers from the department of primary education in the faculty of education. In this grade which includes four sections, there were approximately 150 pre-service teachers. All of them taught mathematics with the micro-teaching method in a period of 40 minutes. To gather data, a semi-structured interview was administered. Later the recorded interviews were transferred to written texts and analysed. The pre-service teachers' responses were qualitatively analysed to characterize patterns and categorize answers. The main results of the study revealed that before the teaching the pre-service teachers were concerned about classroom management, excitement, lack of materials, unable to use time effectively. A majority of them indicated that, during their teaching, they were most forced into managing classroom and encouraging students' class participation. The artificial nature of micro-teaching negatively influenced pre-service teachers' classroom management and prevented to implement their teaching plans as they wished.</description><subject>Anxiety</subject><subject>Behavioral Objectives</subject><subject>Elementary School Curriculum</subject><subject>Foreign Countries</subject><subject>Grade 3</subject><subject>Learning</subject><subject>Lesson Plans</subject><subject>Mathematics Instruction</subject><subject>Microteaching</subject><subject>Performance Factors</subject><subject>Preservice Teacher Education</subject><subject>Preservice Teachers</subject><subject>Primary Education</subject><subject>Qualitative Research</subject><subject>Self Efficacy</subject><subject>Semi Structured Interviews</subject><subject>Student Teacher Attitudes</subject><subject>Student teachers</subject><subject>Student Teaching</subject><subject>Studies</subject><subject>Teaching Methods</subject><subject>Teaching Skills</subject><subject>Turkey</subject><issn>2065-1430</issn><issn>2065-1430</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GA5</sourceid><recordid>eNpNTk1LxDAULKLgsu5PEAIePBWSvtSkx5JNt5F2K238OpW0m8CuH7u27sF_b6QizuHNY2YY5iSYRfgmDgkFfPrvPw8W47jDHpBEwOkseJFPaanWar1Cd7Uq0_rZswwbWT8oIZGWqchl3VyjpcoyJe4LrWSDqgyVqc6lP0o0U-qn4lHpHHkdlUrUVfinl1Ln1fIiOHPmdbSLX54HOpNa5GFRrZRIi9DGGELiuMEEIszAWWwZt5DApieGRwDOdY5SRntjehtbkhhIjI93He4YSdyGOJgHl1OtHbZ9exi2b2b4auUtwTzilHv_avIPw_7jaMfPdrc_Du9-UUsYo0A4jQG-AXQQVWQ</recordid><startdate>20150701</startdate><enddate>20150701</enddate><creator>Bastürk, Savas</creator><creator>Tastepe, Mehtap</creator><general>Babes Bolyai University, Didactics of Exact Sciences Chair</general><general>Babes-Bolyai University</general><scope>0-V</scope><scope>3V.</scope><scope>7XB</scope><scope>88B</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>BYOGL</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>M0P</scope><scope>PIMPY</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><scope>ERI</scope><scope>GA5</scope></search><sort><creationdate>20150701</creationdate><title>EXAMINING PRIMARY PRE-SERVICE TEACHERS' DIFFICULTIES OF MATHEMATICS TEACHING WITH THE MICRO-TEACHING METHOD</title><author>Bastürk, Savas ; 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The participants of the study were 15 third grade pre-service teachers from the department of primary education in the faculty of education. In this grade which includes four sections, there were approximately 150 pre-service teachers. All of them taught mathematics with the micro-teaching method in a period of 40 minutes. To gather data, a semi-structured interview was administered. Later the recorded interviews were transferred to written texts and analysed. The pre-service teachers' responses were qualitatively analysed to characterize patterns and categorize answers. The main results of the study revealed that before the teaching the pre-service teachers were concerned about classroom management, excitement, lack of materials, unable to use time effectively. A majority of them indicated that, during their teaching, they were most forced into managing classroom and encouraging students' class participation. The artificial nature of micro-teaching negatively influenced pre-service teachers' classroom management and prevented to implement their teaching plans as they wished.</abstract><cop>Cluj-Napoca</cop><pub>Babes Bolyai University, Didactics of Exact Sciences Chair</pub><tpages>10</tpages><oa>free_for_read</oa></addata></record> |
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| ispartof | Acta Didactica Napocensia, 2015-07, Vol.8 (3), p.1 |
| issn | 2065-1430 2065-1430 |
| language | eng |
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| source | ERIC - Full Text Only (Discovery); DOAJ Directory of Open Access Journals; Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals; EBSCOhost Education Source |
| subjects | Anxiety Behavioral Objectives Elementary School Curriculum Foreign Countries Grade 3 Learning Lesson Plans Mathematics Instruction Microteaching Performance Factors Preservice Teacher Education Preservice Teachers Primary Education Qualitative Research Self Efficacy Semi Structured Interviews Student Teacher Attitudes Student teachers Student Teaching Studies Teaching Methods Teaching Skills Turkey |
| title | EXAMINING PRIMARY PRE-SERVICE TEACHERS' DIFFICULTIES OF MATHEMATICS TEACHING WITH THE MICRO-TEACHING METHOD |
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