Learner-Centered Micro Teaching in Teacher Education

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dc.contributor.authorKİLİC, Abdurrahman
dc.date.accessioned2022-03-22T06:56:42Z
dc.date.available2022-03-22T06:56:42Z
dc.date.issued2010
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThe purpose of this study is to investigate the effect of Learner-Centered Micro Teaching (LCMT) on the development of teacher candidates’ teaching competencies. To achive this goal, teacher candidates’ teaching behaviors on subject area, planning, teaching process, classroom management, communication, and evaluation have been pre- and posttested, and the effectiveness of LCMT has been determined based on differences in the results of pre- and posttests. In this study, pretest-posttest design was used without a control group. Teacher candidates’ teaching behaviors before they entered the experiment were determined by pretests and at the end of the treatment the teacher candidates were given posttests. The experimentation was constructured based on LCMT model. Results based on the scores in the pre- and posttests showed that LCMT model had a progress in teacher candidates’ teaching behaviors on subject area, planning, teaching process, classroom management, communication, and evaluation.en_US
dc.identifier.citationKilic, A. (2009). Learner-Centered Micro Teaching in Teacher Education . International Journal of Instruction , 3 (1) , . Retrieved from https://dergipark.org.tr/tr/pub/eiji/issue/5144/70086en_US
dc.identifier.urihttps://hdl.handle.net/11616/56814
dc.language.isoenen_US
dc.relation.ispartofInternational Journal of Instructionen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.titleLearner-Centered Micro Teaching in Teacher Educationen_US
dc.typeArticleen_US

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