Design and Evaluation of Microteaching: Emergent Learning for Acquiring Classroom Management Skill in Teacher Education

Dai Sakuma, Keitaro Tokutake, Masao Murota

2024

Abstract

Schools in countries struggling with academic achievement gaps need to improve the teaching and support skills for students who facilitate classes in these gaps. This study focused on methods for acquiring complex classroom management skills for pre-service teachers. The aim of the study was to design and validate a method for teacher candidates to learn these behaviors. To achieve this, microteaching sessions in which unexpected behaviors occur were designed and carried out. A video recording of the microteaching was used in the evaluation experiment. Evaluators were five expert teachers in Japan. Statistical tests using the results of the questionnaire responses revealed that the simulated situations by student roles were close to actual situations with real students. It was also confirmed that the teaching candidates experienced situations that required various management behaviors. These results indicate that the microteaching sessions designed by the authors are useful as a method for emergent learning to achieve management skills in the classroom to control unexpected behaviors.

Paper Citation

in Harvard Style

Sakuma D., Tokutake K. and Murota M. (2024). Design and Evaluation of Microteaching: Emergent Learning for Acquiring Classroom Management Skill in Teacher Education. In Proceedings of the 16th International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management - Volume 3: KMIS; ISBN 978-989-758-716-0, SciTePress, pages 222-229. DOI: 10.5220/0012942200003838

in Bibtex Style

@conference{kmis24,
author={Dai Sakuma and Keitaro Tokutake and Masao Murota},
title={Design and Evaluation of Microteaching: Emergent Learning for Acquiring Classroom Management Skill in Teacher Education},
booktitle={Proceedings of the 16th International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management - Volume 3: KMIS},
year={2024},
pages={222-229},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0012942200003838},
isbn={978-989-758-716-0},
}

in EndNote Style

TY - CONF

JO - Proceedings of the 16th International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management - Volume 3: KMIS
TI - Design and Evaluation of Microteaching: Emergent Learning for Acquiring Classroom Management Skill in Teacher Education
SN - 978-989-758-716-0
AU - Sakuma D.
AU - Tokutake K.
AU - Murota M.
PY - 2024
SP - 222
EP - 229
DO - 10.5220/0012942200003838
PB - SciTePress