Benefits and Challenges in the Presentation of Microlessons in Teacher Training at the University of Technology
Portia Dikgwatle 
& Constance Mphojane
Issue: Vol.5 No.14 Issue Article 5 pp.2504-2517
DOI: https://doi.org/10.38159/ehass.20245145 | Published online 28th November, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This research aimed to evaluate whether providing microlessons once a year at every stage of training is advantageous for student-teachers. The research was qualitative and used a phenomenological design to explore the perceptions, experiences and feelings of purposively selected B Ed students and lecturers regarding microteaching. The research population was Central University of Technology, Faculty of Humanities. The sample involved forty-two participants, twenty-four B Ed students and eighteen micro lesson assessors who are lecturers at the university. In addition to the literature review, focus group interviews and open-ended questionnaires were -used to collect data. The findings revealed that student teachers practice and gain different skills during different phases of micro lessons which lead to modification of their teaching behaviour. It was further found that microteaching improves students’ subject matter knowledge since they realize the importance of mastery of subject matter and their weaknesses in content. Moreover, the findings suggest that micro-teaching should not be scheduled once a year as it is currently happening but should be increased to at least twice a year at all levels. This is in spite of the fact that microlessons reduce the amount of time available for teaching and require extensive preparation. According to this discovery, the research suggests that students should arrange extra micros independently, during which they will assess each other, record videos, and hand in the videos for the lecturer to evaluate.
Keywords: Microteaching, Microlesson, Student teachers, Teaching Practice.
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Ms. Mpho Portia Dikgwatle is a Master’s student and lecturer at the Central University of Technology, Free State (Welkom Campus), South Africa, in the Department of Educational and Professional Studies. Her research focuses on student teachers’ micro-teaching, teacher training and development.
Dr. Constance Mphojane is currently working at the Central University of Technology, Free State as the Department Manager, Lecturer and Coordinator for School-Based Learning/Teaching Practice. She is also a fully-fledged ordained Pastor. Previously, she was a Head of Department, Deputy Principal and School Principal. Her research emphasizes mentorship, school-based learning, and public management & leadership
Dikgwatle, Portia & Constance Mphojane. “Benefits and Challenges in the Presentation of Microlessons in Teacher Training at the University of Technology,” E-Journal of Humanities, Arts and Social Sciences 5, no.14 (2024):2504-2517. https://doi.org/10.38159/ehass.20245145
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
