The Effectiveness of Micro Teaching for Promoting Childhood Teachers’ Skills According to a Theory of Planned Behavior Perspective
- AIOR Admin
- 7 hours ago
- 1 min read
Abdullah Falah Almajali
The World Islamic Sciences & Education University
Micro-teaching is a widely recognized teacher training method, and theory of planned behaviour is a solid model for behavioural change. This study looked at the effectiveness of micro-teaching on improving the skills and intentions of childhood teachers to engage in TPB-informed practices. A quasi-experimental pre-test/post-test design was used with 240 student-teachers at Zarqa University. A researcher designed scale was used to gather data, this scale measured the effectiveness of micro-teaching, actual classroom behaviour change and intention to use TPB principles. The validity and reliability of the scale were determined via the expert review and statistical methods. The difference among pre and post intervention was analysed using paired samples t-test. The micro-teaching intervention resulted in significant improvements in the skills of teachers who teach children and actual classroom behaviour (e.g., Mean post test score for micro-teaching effectiveness = 2.68 vs. pre-test score = 3.08; Mean post test score for actual behaviour = 2.77 vs. pre-test score = 3.26). In addition, pre- and post-test differences in childhood teachers' intentions for using TPB in their practice were statistically significant (e.g., pre-test = 2.39 vs. post-test = 3.11). Micro-teaching is a training tool that can be used to improve the skills of childhood teachers, and enhance their attitudes and behaviours in the classroom to reflect the theory of planned behaviour. The results demonstrate the importance of a systematic practical training for teachers' professional development. Themes Microteaching, childhood teachers, teaching skill, Theory of Planned Behaviour, teacher professional development, early childhood education
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