Investigation into the Microteaching Practices of Egyptian Pre-service Teachers of English in an EFL Teacher Preparation Programme: Implications for Curriculum Planning and Design
Elghotmy, Heba Elsayed Abdelsalam
Date: 31 August 2012
Thesis or dissertation
University of Exeter
PhD in Education
Based on an interpretive paradigm, this study aimed at probing into the perceptions of Egyptian EFL pre-service teachers and their lecturers of the new microteaching course. It investigated a) pre-service teachers and lecturers' perceptions about the course focuses; b) pre-service teachers' and lecturers’ perceptions of the ...
Based on an interpretive paradigm, this study aimed at probing into the perceptions of Egyptian EFL pre-service teachers and their lecturers of the new microteaching course. It investigated a) pre-service teachers and lecturers' perceptions about the course focuses; b) pre-service teachers' and lecturers’ perceptions of the difficulties encountered during course application, and finally c) pre-service teachers' perceptions about the helpfulness of the microteaching course in enhancing their teaching performance during practicum. Moreover, the study aimed at utilising this investigation for developing a framework for microteaching curricula planning and design. Data collection was based on a sequential mixed methods approach, thus in the first phase of the study, the researcher administered a questionnaire to 10 lecturers and 125 EFL pre-service teachers in the third year English department at the Faculty of Education of Menoufia University in Egypt. In Phase Two the researcher conducted semi-structured in-depth interviews with 7 lecturers and 15 pre-service teachers, who also completed a reflective journal. Data were analysed quantitatively and qualitatively. The findings of the current study indicated that that there are nineteen focuses of the microteaching course at Shebin Elkom Faculty of Education. These focuses have been classified into three main themes: lesson planning skills, lesson implementation skills, and lesson evaluation skills. As revealed by data analysis, lecturers devoted less time to practising lesson evaluation skills. Findings also revealed that EFL pre-service teachers and their lecturers encountered the following difficulties during peer group work: modelling the skills, planning a micro-lesson, teaching a micro-lesson, and when giving and receiving feedback. Furthermore, it was found that the course was helpful in enhancing pre-service teachers’ teaching performance at practicum concerning their professional skills rather than their personal qualities. Psychological, socio-cultural, and socio-political factors that affect the implementation of the microteaching course are discussed. Implications and suggestions for further research are provided.
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