The Prospective Teachers' Opinions about Micro-Teaching Practices in Teaching French Reading Skills


ÖZÇELİK N.

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, cilt.32, sa.1, ss.99-110, 2017 (ESCI İndekslerine Giren Dergi) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 32 Konu: 1
  • Basım Tarihi: 2017
  • Doi Numarası: 10.16986/huje.2016022819
  • Dergi Adı: HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
  • Sayfa Sayıları: ss.99-110

Özet

This research has been performed in order to determine the difficulties that French prospective teachers encounter in implementing the technique of micro-teaching in the teaching of reading skills to A2 level learners in foreign language classes and in order to exhibit the positive and negative aspects of the technique based on prospective teachers' views. The study group was composed of 20 undergraduate students (14 of whom were female and 6 of whom were male) attending the French Language Teaching Department of Gazi Faculty of Education at Gazi University and taking the course, Special Teaching Methods II in the 2014-2015 academic year. The data collected by means of open-ended questions were evaluated through descriptive analysis by calculating frequencies. According to the findings obtained in this research, the participants encountered difficulties most in pronouncing French, then in controlling their excitement, in preparing a presentation, a pre-reading activity and the presentation file, respectively. Accordingly, raising self-reliance, learning how to prepare a lesson plan, enabling to see the lacking sides are listed as the positive sides of the technique. On the other hand, having a small number of students participating in lessons, the artificiality of the classroom environment, the pressure caused by being exposed to peer evaluation are noted as the negative sides of the technique.