A comparative study of the use of microteaching and an analysis of factors which affect its use in one year postgraduate teacher training courses.
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Date
1985
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Abstract
This thesis is concerned with a study of the use of
microteaching in the one year postgraduate teacher training
course. It consists of two national surveys using two types
of questionnaire, an Organisation and an Attitude
Questionnaire. Education tutors and Subject Method tutors in
United Kingdom universities, polytechnics and colleges
offering one year postgraduate courses were requested to
complete questionnaires about their use of microteaching and
about their attitudes towards it. Visits were arranged to
meet the staff involved and to see the type of facilities
available. A similar survey was conducted in Departments of
Education in South African universities.
A comparative study of the use of microteaching in one
year postgraduate teacher training courses was carried out on
the data that was accumulated from the two surveys. Some
interesting points of comparison can be made both on the
types of microteaching organisation that have evolved in the
two very different education systems and on the different
attitudes of staff towards the use of microteaching.
Based on the United Kingdom data, an in-depth study of
the factors affecting the use of microteaching, was carried
out. This study was related to the changes in teacher
training in the United Kingdom during the seventies,
following the publication of the James report, leading to a
more professional approach to teacher training and the
evolution of school-based training courses.
Significant differences in the responses to the
Organisation and Attitude Questionnaires from the different
types of institution were examined using Chi-square. The
Attitude data was examined for various groups of teacher
training staff, who differed in their approaches to the
organisation of microteaching because of, for instance, the
different facilities available, the length of time available,
the size of the student group or the logistics of the
microteaching programme, by the use of Chi-square and
significant differences in the responses of the different
groups were reported.
The results from the surveys were analysed and related to
the research findings as published in the literature to see
how the practitioners of teacher education differ in their
views and approaches to microteaching from those responsible
for the research into microteaching.
Factor analysis of the responses to the Attitude
Questionnaire from the different types of training
institution, i.e. United Kingdom universities, polytechnics
and colleges and South African universities, was carried out
to examine the significant underlying factors which
influenced the responses.
The findings of the study identify economic,
organisational and philosophical factors which affect the way
microteaching is used. These factors and the recent
developments in postgraduate teacher training courses in the
United Kingdom are examined for their possible implications
for postgraduate teacher training in South Africa.
Description
Thesis (Ph.D.) - University of Natal, 1985.
Keywords
Microteaching., Teachers--Training of., Theses--Education.