Australian Journal of Teacher Education
Abstract
Abstract: The purpose of the study was to examine the effects of microteaching on pre-service teachers’ critical thinking dispositions. The participants of the study consisted of 70 pre-service teachers (64.3% females, 35.7% males) in the Turkish Language teacher education program at a public university in the North of Turkey. In the study, an experimental and a control group with a pretest-posttest quasi-experimental design was used to determine the impact of microteaching training on the critical thinking dispositions of the pre-service teachers in the teacher education programme. The results revealed that the pre-service teachers in the experimental group showed a statistically significant greater progress in terms of critical thinking dispositions than those in the control group. Teacher educators in teacher education programme should plan and implement microteaching in the pedagogical courses in order to improve pre-service teachers’ critical thinking dispositions.
Recommended Citation
Arsal, Z. (2015). The Effects of Microteaching on the Critical Thinking Dispositions of Pre-service Teachers. Australian Journal of Teacher Education, 40(3). https://doi.org/10.14221/ajte.2014v40n3.9
Included in
Curriculum and Instruction Commons, Elementary Education and Teaching Commons, Other Teacher Education and Professional Development Commons