Implementing Micro-teaching to enhance acquisition of teaching skills among pre-service teachers in the primary teachers’ colleges in Eastern Uganda.

Abstract

The main objective of this study was to find out the status of the microteaching in the Primary Teachers‟ colleges in Eastern Uganda. It examined the level in which the practices of microteaching in the PTCs are handled, and assessed the extent to which the students are taken through the teaching skills spelt out in the curriculum. It also attempted to document the views of student teachers on the contribution of microteaching in the development of teaching skills. The study was conducted in four (PTCs) in Eastern Uganda. A cross sectional survey research design was used to gather detailed information from respondents and adopted a mixed method study design: qualitative and quantitative approaches. A sample of two hundred and eighty nine (289) respondents drawn from deputy Principals, school practice coordinators, directors of studies, tutors and pre-service teachers were selected for the study with the use of random and purposive sampling technique. The research instruments used to collect data for the study were questionnaire, interview guide, focus group interviews observation checklist and documentary analysis guide/checklist. The overall result of this study demonstrated that microteaching is not adequately implemented. The student teachers are adequately equipped with theoretical knowledge of teaching skills; however, providing those opportunities to experiences teaching through practices such as observing demonstration lesson, reflections, conducting microteaching lessons are not frequently handled. The study also revealed that only very few student are given opportunity to conduct microteaching. Based on these findings, it was recommended that the primary teachers‟ colleges should prioritize and intensify the use of microteaching if the quality of primary teachers is to improve. It should be timetabled and be included as a compulsory continuous assessment task for all students especially before their first teaching practice. Peer observation, feedback and reflection should form a part of the college culture even outside classroom teaching. All the teaching skills spelt out in the curriculum should be exposed to the student teachers through practice so that they can use them effectively during their school practices and thereafter.