International Journal of Trend in Scientific Research and Development (IJTSRD)

Volume 5 Issue 1, November-December 2020 Available Online: www.ijtsrd.com e-ISSN: 2456 – 6470

Perception of Pupil-Teachers’
Regarding Micro-Teaching Sessions
Dr. Ritesh R. Patel (M.Sc./M.Ed./M.Phil./Ph.D.)
Principal, Shri M. K. Mehta College of Education, Umargam, valsad, Gujarat, India

ABSTRACT How to cite this paper: Dr. Ritesh R. Patel

The main rationale behind this study was to explore perception of pupil- "Perception of Pupil-Teachers’ Regarding
teachers’ regarding micro-teaching sessions in Indian scenario. The Micro-Teaching Sessions" Published in
participants of the study were 200 pupil teachers of B.Ed. colleges of Veer International Journal
Narmad South Gujarat University Surat, Gujarat. The tool used in the study for of Trend in Scientific
data collection was a 14-item questionnaire developed by the researcher. The Research and
findings revealed that the entire sample of student teachers has not favourable Development (ijtsrd),
attitude towards Microteaching and they were of opinion that although ISSN: 2456-6470,
Microteaching sessions provides a scope to enhance their teaching Volume-5 | Issue-1,
competencies for real teaching sessions yet there is scope for some drastic December 2020, IJTSRD37976
changes in this programme. Based on the findings, suggestions were made for pp.513-515, URL:
improving Microteaching technique so that they can face classroom situation www.ijtsrd.com/papers/ijtsrd37976.pdf
without fear.
Copyright © 2020 by author(s) and
KEYWORDS: Attitude; Microteaching; Pupil Teacher International Journal of Trend in Scientific
Research and Development Journal. This
is an Open Access article distributed
under the terms of
the Creative
Commons Attribution
License (CC BY 4.0)
(http://creativecommons.org/licenses/by/4.0)

Problem Statement
Teacher education institutes have developed Micro Teaching 2. To make proper guidelines for effective and smooth
referred to as teaching skill which is used to provide functioning of Micro-teaching sessions.
pedagogical competence and professional experience to
pupil teachers. Micro teaching sessions are major concern of Methodology
teacher educators in teacher training colleges. Effectiveness Keeping in mind the nature and need of the present study
of the microteaching sessions in helping students to become the exploratory survey method was considered to be the
skilled teacher trainees has been questioned by many appropriate one. This method does not only analyze,
educationists. Micro teaching lessons are requisite condition interpret and report the status of a group in order to guide in
for simulation lessons in Indian context. It is a specific skill the future but also to determine the adequacy of status by
that helps teacher trainees in practicing their knowledge and comparing it with established standards.
skills of teaching to prepare themselves for teaching practice.
Microteaching experience has been said to have strong links Sample
with teaching practice. This is because microteaching is The study was conducted on representative sample of 200
considered as a platform for the teacher trainees to apply the B.Ed. students, selected on the basis of randomized
theories that they had learned in their course in order to technique of sampling from different colleges of Veer
become an effective teacher. In Gujarat it is observed that Narmad South Gujarat University Surat, Gujarat.
adequate process of Micro Teaching is not followed and
pupil teachers are facing lot of problems in the sessions. It Research instruments
may affect the effectiveness of this skill. Problems are related The purpose is to consider the perceptions of pupil teachers
with some factors like psychology of the trainees, towards Microteaching sessions. For that Data was
pedagogical planning, teacher student interaction, and generated by using Likert -type inventory which was
feedback devices. The main purpose of this study was to developed herself by the researcher. There are 14 items with
examine the perceptions of pupil teachers regarding various 5 options –strongly agree, agree undecided, disagree,
problems during the Micro Teaching sessions in different strongly disagree in the inventory. Some items used in the
colleges of Veer Narmad South Gujarat University Surat, inventory were positive and some items were negative. The
Gujarat. The study however made some recommendations inventory for this research consists of 14 questions
also based on the findings of the study. according to the research objectives, intensive study from
literature and discussion with pupil teachers. Investigator
Objectives of the Study herself went to pupil teachers and explored the whole
1. To explore the perception of pupil-teacher about Micro phenomenon. From all these, fifteen statements are made to
Teaching Sessions. frame the construct Perception of Pupil Teachers towards

@ IJTSRD | Unique Paper ID – IJTSRD37976 | Volume – 5 | Issue – 1 | November-December 2020 Page 513
 International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
Microteaching. For the purpose of interpreting the results, table is revealing the facts that how the students perceived
five –level scale was used to evaluate the degree of their microteaching classes? There are fifteen questions
agreement of the respondents. Status of Pupil Teachers regarding different facet of Micro Teaching Sessions which
perception towards Micro-Teaching Sessions is shown below frame the perception of Pupil Teachers towards the same.
by using percentage method by the investigator. Following

Table 1 Showing Learners’ Perception towards Micro teaching sessions (Negative)

Sr. Statements Mean % Estimation level
1 Micro-Teaching Is A Disheartening And Difficult Situation. 3.97 82.5 Very High
2 Micro-teaching is a difficult component for a pupil-teacher. 3.86 84.5 Very High
3 Micro-teaching clarifies the necessary concept to the pupil-teacher. 4.29 52.5 Low
4 Micro-teaching mentally prepares the pupil-teacher for real teaching. 4.43 41.0 Very Low
5 Use of multimedia during Micro teaching is helpful in understanding. 4.15 61.5 Moderate
6 Micro-teaching class is interesting and knowledgeable 4.34 53.0 Low
7 Micro-Teaching Creates Anxiety Due To Continuous Evaluation. 3.56 82.5 Very High
8 Micro-Teaching Causes Criticism By Peers. 3.31 87.5 Very High
9 Use Of Micro-Teaching Techniques Confuses Students. 3.06 84.0 Very High
10 Pupil-Teacher Needs Not To Have Mastery Over The Skill. 3.92 83.0 Very High
11 Feedback Improves The Behaviour Of Pupil-Teacher. 4.48 44.0 Low
12 Video Recording Is A Useful Technique For Feedback. 4.29 53.0 Low
13 Micro-Teaching Is Time Consuming Process 4.42 76.0 High
14 Microteaching helps how to write and conduct a good lesson plan. 4.49 43.5 Low

Results and Discussions micro-teaching, students teach in an artificial environment

The findings are given below and coping with questioning which is different from real class teaching. They also get only
the strong and weak points of Microteaching Sessions six minutes to teach the students which are quite less to
resulting from the answers given by the pre-service teacher. comprehend completely the entire process. So this makes
Overall result of the study points out that pupil teachers are pupil-teachers feel that micro-teaching doesn’t prepare them
not satisfied with the Micro Teaching Sessions: mentally for real teaching.

1. Micro-Teaching is a disheartening and difficult 5. Use of multimedia during Micro teaching is helpful
situation. in understanding.
The first statement was “Micro-Teaching Is a Disheartening 61.5% learners feel that use of multimedia during
and Difficult Situation”. Majority of the pupil teachers knowledge acquisition phase is helpful in proper
(82.5%)) stated that Micro-Teaching is a disheartening and understanding. Multimedia equipment has a key role in the
difficult Situation. It creates various challenges for them. learning process because it increases the chance of self
Sometimes pupil-teachers get bored because they have to improvement for a pupil-teacher. And it also enables them to
remember the different components of different skills. Many modify their own teaching behaviour.
times negative feedback during evaluation can dishearten
the students. 6. Micro-teaching class is interesting and
knowledgeable.
2. Micro-teaching is a difficult component for a pupil- 53.0% pupil teacher doesn’t find micro-teaching class
teacher interesting and knowledgeable. Sometimes students feel
84.5% of the learners feel that it is a difficult skill because bored as there are so many skills involved which induce
there are so many skills involved and it increase time and anxiety and cause concern among pupil-teachers. Things that
efforts on the part of students and some time student feel are put down on paper don’t always match up with realities
discouraged. And students often fail to discriminate between of the classroom. And maintaining discipline in the class
various teaching skills. It also creates anxiety and stress room and dealing tactfully with the pupil who misbehave
among teacher-trainees. pose a challenge to the students.

3. Micro-teaching clarifies the necessary concept to the 7. Micro-Teaching Creates Anxiety Due To Continuous
pupil-teacher. Evaluation.
52.5% learners feel that pupil-teacher micro-teaching does 82.5% pupil teachers are of the view that Continuous
not clarify the necessary concepts of teaching i.e. how to evaluation may cause poor performance by putting an extra
deliver a lesson and how to manage a class room. Teaching is burden on the students. Pupil-teachers start teaching
not merely imparting knowledge to students and giving without any known predetermined expectations by the
them advice. But Teaching is all about practice in a teachers. But evaluating them continuously some time make
controlled environment that makes it possible for learners to them feel upset and disturbed due to negative criticism by
understand the real meaning of teaching. So lack of practical teachers.
knowledge doesn’t really clarify the necessary concept.
8. Micro-Teaching Causes Criticism by Peers
4. Micro-teaching mentally prepares the pupil-teacher 87.5% pupil teachers are of the view that during this process
for real teaching. peers also get a chance to point out the positive and negative
41.0% Pupil-teachers agree that micro-teaching does not qualities of a teacher-trainee. Sometimes pupil-teachers may
mentally prepares the pupil-teacher for real teaching. In feel discouraged due to criticism by their peers. During the

@ IJTSRD | Unique Paper ID – IJTSRD37976 | Volume – 5 | Issue – 1 | November-December 2020 Page 514
 International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
supervision and evaluation process students don’t feel teachers may fail to prepare and conduct a lesson plan very
comfortable because of peer’s tendency to make fun of them. effectively for real class room teaching.
Sometimes peers criticism may discourage performance
among students. Suggestions and Educational Implications
The current study has several possible implications and
9. Use Of Micro-Teaching Techniques Confuses suggestions for practitioners. If we follow theoretical
Students. perspectives of Microteaching, it gives opportunity to pre-
84.0% pupil-teachers agree that micro-teaching technique service to polish their teaching skills and give self confidence
confuses students because micro-teaching is a composite of and exposure for real teaching sessions. But in practical
many skills operating simultaneously. The main emphasis is grounds, Pre-service teachers, as a result of microteaching
on one teaching skill at a time. So this may confuse the activity, remark that they are facing challenges in Micro
students that it becomes a difficult for a student to apply teaching Sessions. The present findings of the study revealed
right skill at right time. major challenges as feeling of disheartening among pupil
teachers regarding different statements of Micro Teaching.
10. Pupil-Teacher Needs Not To Have Mastery Over The The most outstanding characteristics of any research are
Skill. that, it must contribute something new to the development
83.0% pupil teachers are of the view that Micro-teaching is of the area concerned. So the investigator has to find out the
session to improve pupil-teachers capabilities and other educational implications of his study. The study implies that
skills of untrained teachers. Here in it pupil-teachers are knowledge is constructed via a form of different processes. It
given different ideas, explanation and advises to improve the seems that lack of adequate and in depth awareness of the
teaching skills. So pupil-teachers really don’t need to have purpose of Micro Teaching has led to criticism. There is still
mastery over the skill. requirement of some new modifications are observed and
more and more practice should be given to mentors for these
11. Feedback improves the behaviour of Pupil-Teacher. sessions. Supervisor or mentor role is significant to motivate
Only 44.0% of the view that Feedback is valuable only if the their trainees for micro teaching sessions.
comments from teachers are encouraging. Negative feedback
often disheartens and discourages the students. So most of References
the pupil-teachers feel feedback doesn’t improve the [1] Passi, B.K. and Lalitha, M.S. “Microteaching in India
behaviour of pupil-teacher. Context (Mimeo) “Department of Education, Indore
University, Indore, 1977.
12. Video Recording is a useful technique for Feedback.
[2] Capel, S.A. (1997). Changes in students’ anxieties and
53.0% teachers are of the view that Student doesn’t seem to
concerns after their first and second teaching
favour video recording during micro-teaching process
practices. Educational Research, 39: 21-28.
because they feel the role of teacher observer is of great
importance which can bring desired changes in them rather [3] Rosita O. Igwe, Ngozi E. Uzoka, Saheed Ahmad Rufai
than video recording. Without video-recording students can (2013). “Reflective effects of micro-teaching and field
be taught the process of micro-teaching. experiences on Pre-service teachers in Nigeria”
AJTLHE, Vol. 5, No.1, Jan 2013, 57-68.
13. Micro-Teaching is time consuming process.
[4] Vandana Punia, Effect of Instructional Strategies on
76% pupil-teachers agree that it is a time consuming process
Learner Motivation in Briefing stages of Micro
because of so many skills involved it increases time and
Teaching Sessions with special reference to
efforts on the part of students. Pupil-teachers also often fail
Multimedia, International Journal of Education &
to discriminate between various teaching skills.
Management Studies, Vol. x, No. 2, June, 2013, pp. 173-
181.
14. Microteaching helps how to write and conduct a
good lesson plan. [5] Vandana Punia, Motivational Multimedia in Feedback
43.5% pupil teachers are of the view that in micro lesson the Sessions: Assessing the Performance of Pupil
teacher task is very much simplified and length of lesson is Teachers in Microteaching Session Educational Quest:
also very short. It is only a 6 minute process and lesson-plan An International Journal of Education and Applied
of 5-6 min is prepared but in the real classroom they have to Social Sciences, Vol. 4, No. 2, August 2013, pp. 167-
prepare a lesson plan for 35 minute. So sometimes pupil- 174.

@ IJTSRD | Unique Paper ID – IJTSRD37976 | Volume – 5 | Issue – 1 | November-December 2020 Page 515