micro teaching practices adopted for development...

International Journal of Research in Economics and Social Sciences (IJRESS) Available online at: http://euroasiapub.org Vol. 8 Issue 2, February- 2018 ISSN(o): 2249-7382 | Impact Factor: 6.939 |

International Journal of Research in Economics & Social Sciences

Email:- [email protected], http://www.euroasiapub.org (An open access scholarly, peer-reviewed, interdisciplinary, monthly, and fully refereed journal.)

393

MICRO TEACHING PRACTICES ADOPTED FOR DEVELOPMENT OF TEACHING COMPETENCIES AMONG TEACHER TRAINEES THROUGH ODL MODE

Dr. Surendra Kumar

Assistant Professor

Department of Teacher Education

S. S. Khanna Girls’ Degree College, Allahabad

U.P., 211002 , India

Abstract

Indira Gandhi National Open University (IGNOU) B.Ed. curriculum has emphasized on different kinds

of supervised activities at distance trainees level. It incorporates school and field based practicals

under the supervision of mentors. The programme centre based activities take place through the

supervision of counselors. Peer interaction also play a major role in performing various kinds of

competency development exercises. The learner support system is also offered through print-based

materials, and electronic media, even though the most prominent role is played by face to face

interaction with local level mentors, counselors and peer trainees. Such curricular norms IGNOU are

followed by other state Open Universities like Uttar Pradesh Rajarshee Tandon Open University

(UPRTOU) adopting course wares of the IGNOU. The study was of descriptive nature. Data were

collected with the help of questionnaires and interview schedules prepared by the investigator. Data

were analysed descriptively. Chi-square tests were applied to test the null hypotheses of

independence of response of sample trainees on different items and their university background.

Development of teaching skills through micro teaching practices is a common feature of teacher

training programme. As per stipulated norm each trainee will have to develop five lesson plans each

in ten teaching skills and practice micro teaching in simulated situation at concerned study centres.

The stipulated practices for different skill read as: introduction of lesson, objective writing,

questioning, stimulus variation, reinforcement, illustration with examples, explaining, blackboard

writing, demonstration and lesson closure. The training practices include demonstration of lesson

plans and skill components presentation, practice by trainees in small group simulation, feed-back

by peer trainees, supervisor and re-teaching in a cyclic order. Such practices are supposed to be

covered within a short duration of extended contact programmes at programme study centres.

Moreover, on an average the counsellors gave demonstration of five out of ten teaching skills. The

process adopted for demonstration of micro teaching lessons by counsellors were mainly by person.

The use of audio video demonstration was extremely negligible i.e., in 97 percent cases. This practice

was more evident in the case of IGNOU (70.67%) than their State Open University counterparts

(57.33%). As a whole a large majority of B.Ed. trainees (72 to 85%) stated that micro teaching

practices were most relevant from the point of view of development of general teaching

competencies, subject specific teaching competencies and trainees background.

Keywords: Micro Teaching, Teaching Skills, Competency, Feed-back, Demonstration, Teacher

Trainees, ODL Mode.

International Journal of Research in Economics and Social Sciences (IJRESS) Vol. 8 Issue 2, February- 2018 ISSN(o): 2249-7382 | Impact Factor: 6.939



394

Introduction:

Teacher education gives major emphasis on development of competency concerning

different roles expected to be played by teachers in the school system. In the Indian context, the

norms and standards of teacher education through distance mode are set by National Council for

Teacher Education (NCTE) and Distance Education Council (DEC). The competency develonent

practices through distance mode incorporate different kinds of activities to be performed by

distance mode trainees in a decentralized manner. The distance education institutions make

appropriate planning and provisions for support to carry out teaching skill development

practices. They aim at enabling the trainees to design and execute instructional activities, deal

with learner variations, lead them to effective and actual learning. They conduct practicals in

different learning situations at the school level as at the programme centre level as identified in

the open distance mode curriculum. Basic feature of teacher education curriculum covers

theoretical orientation and practical experiences related to teachers teaching competencies. So

far, major focus of professional development programmes of ODL mode remain on hand on

practices taking place in face to face situations. Hence the face to face mode model dominates the

nature and scope of different kinds of practicum-based learning experiences. The complexities of

distance mode require appropriate strategies to develop teaching competencies through

different kinds of school level and field-based learning experiences.

Indira Gandhi National Open University (IGNOU) B.Ed. curriculum has emphasized on

different kinds of supervised activities at distance trainees level. It incorporates school and field

based practicals under the supervision of mentors. The programme centre based activities take

place through the supervision of counselors. Peer interaction also play a major role in performing

various kinds of competency development exercises. Development of professional competencies

through ODL Mode have been classified under major heads like- (i) Theory and (ii) Practicals. The

learner support system is also offered through print-based materials, and electronic media, even

though the most prominent role is played by face to face interaction with local level mentors,

counselors and peer trainees. Such curricular norms IGNOU are followed by other state Open

Universities like Uttar Pradesh Rajarshee Tandon Open University (UPRTOU) adopting course

wares of the IGNOU. Empirical evidences on the processes of training programmes and its

perceived utility can enrich the understanding of alternative mode of teacher preparation and its

quality. On the basis of such background the researchers conducted the present study in two open

universities of India.

Objective of the study:

1. To explore different practices of micro teaching adopted for development of teaching

skills among secondary level teacher trainees in IGNOU and UPRTOU.

2. To study the relevance and effectiveness of such practices as perceived by the teacher

trainees.

Methodology:

The study was of descriptive nature. The scope of the study was restricted to the open

distance learning mode teacher education programme conducted by IGNOU and UPRTOU in U.P.

State of India. The sample of the study consisted of 600 teacher trainees (300 each from IGNOU

and UPRTOU) belonging to 12 programme study centres of Open Universities in the state. Data




395

were collected with the help of questionnaires and interview schedules prepared by the

investigator. Data were analysed descriptively. Chi-square tests were applied to test the null

hypotheses of independence of response of sample trainees on different items and their

university background. The analysis and interpretation of data have been presented in the

following sections:

Micro teaching lesson preparation.

Demonstration on micro teaching lessons.

Means adopted for demonstration of micro teaching lessons.

Feed-back provision in microteaching practices.

Relevance of micro teaching practices.

Effectiveness of micro teaching practices.

Trainees response about number of micro teaching lesson plans prepared and micro

lessons delivered: University wise

It can be noticed from Table 1 that the calculated χ2 values of independence are found not

significant. Hence the response pattern of B.Ed. trainees and the university background are found

independent from each other regarding micro teaching lesson plans prepared and deliver by

them in introduction skill, questioning skill, reinforcement skill and explanation skill.

Table: 1

2 test of Independence of trainees’ response about micro teaching lesson planning and delivery

and university background, skills wise

SkillsC UNIV.

Lesson plans as prepared and delivered by Trainees

Total 2

Value Plan 1 Plan 2 Plan 3 Plan 4 Plan 5 No Response

i. Introduction

skill

IGNOU 67

(22.33)

45

(15.00)

32

(10.67)

26

(8.67)

57

(19.00)

73

(24.33)

300

(100.00)

6.24

N.S.

UPRTOU 48

(16.00)

52

(17.33)

25

(8.33)

35

(11.67)

63

(21.00)

77

(25.67)

300

(100.00)

Total 115

(19.17)

97

(16.17)

57

(9.5)

61

(10.17)

120

(20.00)

150

(25.00)

600

(100.00)

ii. Objective

writing skill

IGNOU 62

(20.67)

42

(14.00)

26

(8.67)

43

(14.33)

30

(10.00)

97

(32.33)

300

(100.00)

13.55*

UPRTOU 56

(18.67)

37

(12.33)

36

(12.00)

24

(8.00)

52

(17.33)

95

(31.67)

300

(100.00)

Total 118

(19.67)

79

(13.17)

62

(10.33)

67

(11.17)

82

(13.67)

192

(32.00)

600

(100.00)




396

iii. Questioning

skill

IGNOU 64

(21.33)

47

(15.67)

38

(12.67)

29

(9.67)

48

(16.00)

74

(24.67)

300

(100.00)

2.12

N.S.

UPRTOU 62

(20.67)

39

(13.00)

42

(14.00)

27

(9.00)

44

(14.67)

86

(28.67)

300

(100.00)

Total 126

(21.00)

86

(14.33)

80

(13.33)

56

(09.33)

92

(15.33)

160

(26.67)

600

(100.00)

iv. Stimulus

variation skill

IGNOU 53

(17.67)

46

(15.33)

24

(8.00)

35

(11.67)

31

(10.33)

111

(37.00)

300

(100.00)

16.64**

UPRTOU 43

(14.33)

36

(12.00)

31

(10.33)

18

(6.00)

21

(7.00)

151

(50.33)

300

(100.00)

Total 96

(16.00)

82

(13.67)

55

(9.17)

53

(8.83)

52

(8.67)

262

(43.67)

600

(100.00)

v. Reinforcement

skill

IGNOU 61

(20.33)

45

(15.00)

33

(11.00)

32

(10.67)

41

(13.67)

88

(29.33)

300

(100.00)

5.11

N.S.

UPRTOU 52

(17.33)

45

(15.00)

27

(9.00)

25

(8.33)

39

(13.00)

112

(37.33)

300

(100.00)

Total 113

(18.83)

90

(15.00)

60

(10.00)

57

(9.5)

80

(13.33)

200

(33.33)

600

(100.00)

vi. Illustration

with example

skill

IGNOU 50

(16.67)

59

(19.67)

33

(11.00)

30

(10.00)

40

(13.33)

88

(29.33)

300

(100.00)

22.91**

UPRTOU 41

(13.67)

30

(10.00)

24

(8.00)

33

(11.00)

35

(11.67)

137

(45.67)

300

(100.00)

Total 91

(15.17)

89

(14.83)

57

(9.5)

63

(10.5)

75

(12.5)

225

(37.5)

600

(100.00)

vii. Explanation

skill

IGNOU 62

(20.67)

51

(17.00)

27

(9.00)

27

(9.00)

48

(16.00)

85

(28.33)

300

(100.00)

8.00

N.S.

UPRTOU 52

(17.33)

49

(16.33)

19

(6.33)

22

(7.33)

42

(14.00)

116

(38.67)

300

(100.00)

Total 114

(19.00)

100

(16.67)

46

(7.67)

49

(8.17)

90

(15.00)

201

(33.5)

600

(100.00)

viii. Black board

writing skill

IGNOU 48

(16.00)

38

(12.67)

39

(13.00)

25

(8.33)

59

(19.67)

91

(30.33)

300

(100.00)

17.36**

UPRTOU 39 35 18 20 55 133 300




397

(13.00) (11.67) (6.00) (6.67) (18.33) (44.33) (100.00)

Total 87

(14.5)

73

(12.17)

57

(9.5)

45

(7.5)

114

(19.00)

224

(37.33)

600

(100.00)

ix.Demonstration

skill

IGNOU 58

(19.33)

30

(10.00)

24

(8.00)

23

(7.67)

44

(14.67)

121

(40.33)

300

(100.00)

17.33**

UPRTOU 34

(11.33)

24

(8.00)

10

(3.33)

28

(9.33)

56

(18.67)

148

(49.33)

300

(100.00)

Total 92

(15.33)

54

(9.00)

34

(5.67)

51

(8.5)

100

(16.67)

269

(44.83)

600

(100.00)

x. Lesson closer

skill

IGNOU 69

(23.00)

39

(13.00)

22

(7.33)

22

(7.33)

54

(18.00)

94

(31.33)

300

(100.00)

14.35*

UPRTOU 46

(15.33)

34

(11.33)

13

(4.33)

31

(10.33)

48

(16.00)

128

(42.67)

300

(100.00)

Total 115

(19.17)

73

(12.17)

35

(5.83)

53

(8.83)

102

(17.00)

222

(37.00)

600

(100.00)

Note: Figures in parenthesis indicates percentages. N.S.: Not significant

*Indicates significant at .05 level. ** Indicates significant at .01 level.

It can be observed that in these skills only 13 to 20 percent B.Ed. trainees of IGNOU and

UPRTOU had prepared 5 micro teaching lesson plans and taught them to fulfill the prescribed

norm. Majority of trainees (51 to 58 %) of both the universities have prepared 1 to 4 micro

teaching lesson plans and taught them. It is a matter of serious concern that a considerable

number of (25 to 33 %) B.Ed. trainees of IGNOU and UPRTOU had not prepared any lesson plan

and did not deliver any micro lesson.

It can be noticed from Table 4.1 that the calculated χ2 values of independence are found

significant. Hence B.Ed. trainees’ response pattern and university background are not found

independent from each other in the context of micro teaching lesson plans prepared and delivery

of lessons in objective writing skill, stimulus variation skill, explanatory skill along with example,

black board writing skill, demonstration skill and lesson closure skill.

It can be observed that 10 to 20 percent B.Ed. trainees of IGNOU prepared 5 micro

teaching lessons and taught them as per prescribed norm above said skills. In the case of above

skills 39 to 58 percent IGNOU trainees prepared 1 to 4 micro teaching lesson plans and delivered

the same. Around 29 to 37 percent B.Ed. trainees neither prepared any micro lesson plan nor

taught any micro teaching lesson. Only 17 to 19 percent B.Ed. trainees of UPRTOU prepared five

lesson plans and taught five micro teaching lessons according to the norms of the syllabus in

Demonstration skill, Objective writing skill.




398

Statements of the trainees in the context of micro teaching lessons demonstrated by the

counsellors: University wise

It can be noticed from Table 2 that the calculated χ2 value of independence is found not

significant. Hence the response pattern of B.Ed. trainees and the university background in context

of micro teaching skills demonstration by counsellors is found to be independent from each other.

Table: 2

2 test of Independence of trainees’ response about demonstration of skills and feedback on

micro teaching practices and university background

Response of trainees on number of skills demonstrated by counsellors

UNIV.

I

(One)

Ii

(2-5)

Iii

(6-10)

Iv

(Note done) Total

2

Value

IGNOU 31

(10.33)

149

(49.67)

107

(35.67)

13

(4.33)

300

(100.00) 7.69

N.S.

UPRTOU 16

(5.33)

155

(51.67)

122

(40.67)

7

(2.33)

300

(100.00)

Total 47

(7.83)

304

(50.67)

229

(38.17)

20

(3.33)

600

(100.00)

According to majority of B.Ed. trainees (51%) of IGNOU and UPRTOU, only 2 to 5 teaching

lessons have been demonstrated by the counsellors. According to 38 percent IGNOU and UPRTOU

B.Ed. trainees, 6 to 10 micro teaching lessons have been demonstrated by the counsellors. On the

basis of above analysis, it can be concluded that around 62 percent trainees of both the category

of universities have not been fully benefited by the demonstration of the counsellors on all the

required micro teaching skills.

Statements of the trainees with reference to the means adopted in micro teaching skills

demonstration by the counsellors: University wise


significant. Hence the response pattern of the B.Ed. trainees and the university background about

means adopted for the micro teaching skills demonstration by the counsellors are found to be

independent from each other.




399

Table: 3

2 test of Independence of Response of trainees on means adopted for demonstration micro

teaching lessons by counsellors

Response of trainees on means adopted for demonstration micro teaching lessons by counsellors

UNIV. I

(Teaching by person)

Ii

(By Video Cassettes)

Iii

(Not done Total

2

Value

IGNOU 263

(87.67)

11

(3.67)

26

(8.67)

300

(100.00)

0.6

N.S. UPRTOU

269

(89.67)

9

(3.00)

22

(7.33)

300

(100.00)

Total 532

(88.67)

20

(3.33)

48

(8.00)

600

(100.00)

According to a large majority of (89%) B.Ed. trainees of both the universities, the

counsellors demonstrated the micro teaching lessons by person and only in the case of 3% cases

the lesson demonstration was done with the help of video cassettes.

Statement of B.Ed. trainees in reference to the feedback provision in microteaching

practice: University wise

It can be noticed from Table 4 that the calculated χ2 value of independence is found

significant. Hence the response pattern of B.Ed. trainees’ and university background in the

context of feedback provision in micro teaching done practiced by the trainees are not found

independent from each other.




400

Table: 4

2 test of Independence of Response of trainees on providers of feedback in micro teaching

lessons

Response of trainees on providers of feedback in micro teaching lessons

UNIV.

I

(Only by counsellor)

ii

(Only by peer trainees)

Iii

(By counsellors and peer trainees)

iv

None Total

2

Value

IGNOU 50

(16.67)

29

(9.67)

212

(70.67)

9

(3.00)

300

(100.00)

21.44**

UPRTOU 98

(32.67)

20

(6.67)

172

(57.33)

10

(3.33)

300

(100.00)

Total 148

(24.67)

49

(8.17)

384

(64.00)

19

(3.17)

600

(100.00)

Note: Figures in parenthesis indicates percentages. N.S.: Not significant.

** Indicates significant at .01 level.

It can be observed that according to majority of B.Ed. trainees (71%) of IGNOU, the

provision of feedback in micro teaching practice have been adhered to by the counsellors as well

as the peer trainees. On the contrary according to 57 percent trainees of UPRTOU, the feedback

in micro teaching practice had been provided by the counsellors as well the peer trainees.

Statement of the counsellors with reference to the means adopted in micro teaching

skills demonstration by themselves: University wise


significant. It reveals the response pattern of B.Ed. trainees and the university background in the

context of means adopted by the counsellors are found to be independent from each other.




401

Table: 5

2 test of independence of counsellors response about technique of demonstration on teaching

skills and university background

Response of counsellors about techniques of demonstration on teaching skills

UNIV.

I

(Teaching by person)

Ii

(By video cassettes)

iii

(i & ii)

Iv

(L.C.D. Computer) Total

2

Value

IGNOU 21

(70.00)

1

(3.33)

7

(23.33)

1

(3.33)

30

(100.00)

2.03

N.S. UPRTOU

18

(60.00)

1

(3.33)

7

(23.33)

4

(13.33)

30

(100.00)

Total 39

(65.00)

2

(3.33)

14

(23.33)

5

(8.33)

60

(100.00)


It can be observed that near about 65 percent counsellors of IGNOU and UPRTOU

demonstrated the micro teaching skills by person and in case of 23 percent cases the skills

demonstration was done with help of video cassettes. The counsellors response regarding the

means of demonstration of micro teaching lessons is very much different from that of B.Ed.

trainees, since a large majority of the trainees indicated demonstration of lessons by person. As

per trainees, the video lesson-based demonstration was very much negligible i.e., only 3 percent.

Response of B.Ed. trainees on relevance of micro teaching: University wise

It can be noticed from Table 6 that the calculated χ2 values of independence are found

significant. Hence, response pattern of B.Ed. trainees and the university background are not found

independent from each other in the context of relevance of preparation and delivery of micro

lesson plans by B.Ed. trainees and demonstration of micro lesson plans by the counsellors.




402

Table: 6

2 test of Independence of trainees’ response about relevance of training process related micro

teaching and university background

Response of trainees on level of relevance of micro teaching

Statements UNIV. Highly Agree

Agree Disagree Total

2

Values

1. Preparing and delivery micro lesson plans is related to the development of teaching competency.

IGNOU 233

(77.67)

56

(18.67)

11

(3.67)

300

(100.00)

27.25**

UPRTOU 278

(92.67)

20

(6.67)

2

(0.67)

300

(100.00)

Total 511

(85.17)

76

(12.67)

13

(2.17)

600

(100.00)

2. Demonstration of micro lesson plan by counsellors is related to your subject-teaching.

IGNOU 219

(73.00)

63

(21.00)

18

(6.0)

300

(100.00)

15.55**

UPRTOU 257

(85.66)

30

(10.00)

13

(4.33)

300

(100.00)

Total 476

(79.33)

93

(15.50)

31

(5.17)

600

(100.00)

3. Feedback provided during micro teaching is in accordance to your competency.

IGNOU 208

(69.33)

74

(24.67)

18

(6.00)

300

(100.00)

3.01

N.S.

UPRTOU 226

(75.33)

62

(20.67)

12

(4.00)

300

(100.00)

Total

434

(72.33)

136

(22.67)

30

(5.00)

600

(100.00)

Note: Figures in parenthesis indicates percentages. N.S.: Not significant.

** Indicates significant at .01 level.

It can be observed that majority of B.Ed. trainees (93%) of UPRTOU and 78 percent B.Ed.

trainees of IGNOU considered preparation of micro lesson plans relevant. 86 percent B.Ed.

trainees of UPRTOU and 73 percent B.Ed. trainees of IGNOU considered demonstration of micro

lessons by counsellors relevant.




403


significant. Hence the response pattern of B.Ed. trainees and the university background about

relevance of feedback provided during micro teaching is found to be independent from each

other.

It can be observed that approximately 72 percent B.Ed. trainees of both the university

IGNOU and UPRTOU considered feedback provided during micro teaching relevant.

Response of B.Ed. trainees about effectiveness of training process of microteaching



significant. Hence the response pattern of B.Ed. trainees and the university background are found

independent from each other regarding introduction skill, objective writing skill, stimulus

variation skill, illustration with example skill, lesson closure skill and homework assignment skill.

Table: 7

2 test of Independence of trainees’ response about effectiveness of training process of micro

teaching practices and university background, skill wise

Benefits of micro teaching practices

Development of skills UNIV. More extent Some extent Least Total 2Values

1-i. Introduction skill

IGNOU 246

(82.00)

48

(16.00)

6

(2.00)

300

(100.00)

5.96

N.S. UPRTOU

259

(86.33)

30

(10.00)

11

(3.67)

300

(100.00)

Total 505

(84.17)

78

(13.00)

17

(2.83)

600

(100.00)

ii. Objective writing skill

IGNOU 237

(79.00)

52

(17.33)

11

(3.67)

300

(100.00) 2.69

N.S.

UPRTOU 252

(84.00)

38

(12.67)

10

(3.33)

300

(100.00)

Total 489

(81.50)

90

(15.00)

21

(3.50)

600

(100.00)

iii. Questioning skill

IGNOU 230

(76.67)

61

(20.33)

9

(3.00)

300

(100.00) 12.09**

UPRTOU

249

(83.00)

33

(11.00)

18

(6.00)

300

(100.00)




404

Total 479

(79.83)

94

(15.67)

27

(4.50)

600

(100.00)

iv. Stimulus variation skill

IGNOU 218

(72.67)

67

(22.33)

15

(5.00)

300

(100.00) 3.69

N.S.

UPRTOU 225

(75.00)

52

(17.33)

23

(7.67)

300

(100.00)

Total 443

(73.83)

119

(19.83)

38

(6.33)

600

(100.00)

v. Reinforcement skill

IGNOU 224

(74.67)

67

(22.33)

9

(3.00)

300

(100.00)

20.23**

UPRTOU

249

(83.00)

30

(10.00)

21

(7.00)

300

(100.00)

Total 473

(78.83)

97

(16.17)

30

(5.00)

600

(100.00)

vi. Illustration skill

IGNOU 204

(68.00)

83

(27.67)

13

(4.33)

300

(100.00) 1.65

N.S.

UPRTOU 214

(71.33)

70

(23.33)

16

(5.33)

300

(100.00)

Total 418

(69.67)

153

(25.50)

29

(4.83)

600

(100.00)

vii. Explanation skill

IGNOU 229

(76.33)

62

(20.67)

9

(3.00)

300

(100.00) 9.49**

UPRTOU 258

(86.00)

35

(11.67)

7

(2.33)

300

(100.00)

Total 487

(81.17)

97

(16.17)

16

(2.67)

600

(100.00)

viii. Blackboard writing skill

IGNOU 239

(79.67)

57

(19.00)

4

(1.33)

300

(100.00) 10.23**

UPRTOU 244

(81.33)

40

(13.33)

16

(5.33)

300

(100.00)

Total 483 97 20 600




405

(80.50) (16.17) (3.33) (100.00)

ix. Demonstration skill

IGNOU 233

(77.67)

56

(18.67)

11

(3.67)

300

(100.00)

7.21*

UPRTOU

244

(81.33)

36

(12.00)

20

(6.67)

300

(100.00)

Total 477

(79.50)

92

(15.33)

31

(5.17)

600

(100.00)

x. Lesson closure skill

IGNOU 224

(74.67)

60

(20.00)

16

(5.33)

300

(100.00)

5.91

N.S. UPRTOU

236

(78.67)

40

(13.33)

24

(8.00)

300

(100.00)

Total 460

(76.67)

100

(16.67)

40

(6.67)

600

(100.00)

xi. To decide homework skill

IGNOU 233

(77.67)

47

(15.67)

20

(6.67)

300

(100.00) 5.70

N.S.

UPRTOU 255

(85.00)

29

(9.67)

16

(5.33)

300

(100.00)

Total 488

(81.33)

76

(12.67)

36

(6.00)

600

(100.00)


* Indicates significant at .05 level. ** Indicates significant at .01 level.

It can be observed that in these skills majority of B.Ed. trainees (70 to 84%) of IGNOU and

UPRTOU considered preparation of micro lesson plans effective.


significant. Hence the response pattern of B.Ed. trainees and the university background are not

found independent from each other in questioning skill, reinforcement skill, explanation skill,

blackboard writing skill and demonstration skill.

It can be observed that 81 to 86 percent B.Ed. trainees of UPRTOU considered preparation

of micro lessons effective in the development of above said skills.




406

Response of B.Ed. trainees about effectiveness of feedback in micro teaching practices:

University wise


significant. Hence the response pattern of B.Ed. trainees and the university background in

reference to effectiveness of feedback provided for the development of various teaching skills

like- introduction skill, questioning skill, stimulus variation skill, illustration with example skill,

explanation skill, blackboard writing skill, and demonstration skill are not found independent

from each other.

Table: 8

χ2 values of Response of B.Ed. trainees about effectiveness of feedback in micro teaching practices

Benefits of feed back in micro teaching practices

Development of skills UNIV. More extent

Some extent

Least Total

2

Values

2-i. Introductory Lesson Skill

IGNOU 238

(79.33)

50

(16.67)

12

(4.00)

300

(100.00)

14.97**

UPRTOU

263

(87.67)

20

(6.67)

17

(5.67)

300

(100.00)

Total 501

(83.50)

70

(11.67)

29

(4.83)

600

(100.00)


IGNOU 227

(75.67)

60

(20.00)

13

(4.33)

300

(100.00) 3.42

N.S.

UPRTOU 244

(81.33)

43

(14.33)

13

(4.33)

300

(100.00)

Total 471

(78.50)

103

(17.17)

26

(4.33)

600

(100.00)


IGNOU 243

(81.00)

45

(15.00)

12

(4.00)

300

(100.00)

11.32**

UPRTOU

253

(84.33)

23

(7.67)

24

(8.00)

300

(100.00)

Total 496

(82.67)

68

(11.33)

36

(6.00)

600

(100.00)


IGNOU

226

(75.33)

66

(22.00)

8

(2.67)

300

(100.00)

6.67*




407

UPRTOU

223

(74.33)

56

(18.67)

21

(7.00)

300

(100.00)

Total 449

(74.83)

122

(20.33)

29

(4.83)

600

(100.00)


IGNOU 220

(73.33)

61

(20.33)

19

(6.33)

300

(100.00) 0.89

N.S.

UPRTOU 230

(76.67)

53

(17.67)

17

(5.67)

300

(100.00)

Total 450

(75.00)

114

(19.00)

36

(6.00)

600

(100.00)

vi. Illustration with example

skill

IGNOU 217

(72.33)

64

(21.33)

19

(6.33)

300

(100.00)

9.54**

UPRTOU

245

(81.67)

36

(12.00)

19

(6.33)

300

(100.00)

Total 462

(77.00)

100

(16.67)

38

(6.33)

600

(100.00)


IGNOU 225

(75.00)

58

(19.33)

17

(5.67)

300

(100.00)

7.13*

UPRTOU

250

(83.33)

35

(11.67)

15

(5.00)

300

(100.00)

Total 475

(79.17)

93

(15.50)

32

(5.33)

600

(100.00)

viii. Black board writing skill

IGNOU 228

(76.00)

57

(19.00)

15

(5.00)

300

(100.00)

18.15**

UPRTOU

252

(84.00)

23

(7.67)

25

(8.33)

300

(100.00)

Total 480

(80.00)

80

(13.33)

40

(6.67)

600

(100.00)


IGNOU 215

(71.67)

58

(19.33)

27

(9.00)

300

(100.00) 17.21**

UPRTOU 252 24 24 300




408

(84.00) (8.00) (8.00) (100.00)

Total 467

(77.83)

82

(13.67)

51

(8.50)

600

(100.00)

x. Lesson closure skill

IGNOU 230

(76.67)

51

(17.00)

19

(6.33)

300

(100.00) 3.51

N.S.

UPRTOU 246

(82.00)

35

(11.67)

19

(6.33)

300

(100.00)

Total 476

(79.33)

86

(14.33)

38

(6.33)

600

(100.00)


* Indicates significant at .05 level. ** Indicates significant at .01 level.

It can be observed that 74 to 88 percent B.Ed. trainees of UPRTOU considered that

feedback provided during micro teaching is effective in the development of above said teaching

skills.


significant. Hence the response pattern of B.Ed. trainees and the university background in

reference to effectiveness of feedback provided for the developments of objective writing skill,

stimulus variation skill, and lesson closure skill are found independent from each other.

It can be observed that 75 to 79 percent B.Ed. trainees of IGNOU and UPRTOU considered

that feedback provided during micro teaching effective in the development of Lesson closure skill

(79.33%), Objective writing skill (78.50%), Reinforcement skill (75.00%).

From the above analysis it is clear that according to large majority B.Ed. trainees (75 to

79.33 percent) of IGNOU and UPRTOU feedback provided during micro teaching are found

effective in the development of most of the teaching skills.

Response of counsellors about effectiveness of training process of micro teaching


It can be noticed from Table 10 that the calculated χ2 values of independence are not found

significant. Hence the response pattern of counsellors and the university background in reference

to effectiveness of feedback provided for the development of introduction skill, objective writing

skill, questioning skill, stimulus variation skill, illustration with example skill, explanation skill,

blackboard writing skill, demonstration skill and homework giving skill are found independent

from each other.




409

Table: 9

2 test of independence of counsellors response about effectiveness of micro teaching of

distance B.Ed. programme and university background, skills wise

Benefits of micro teaching practices

Development of teaching skills UNIV. More extent Some extent

Least Total

2

Values

1-i. Introduction skill

IGNOU 25

(83.33)

5

(16.67)

0

(0.00)

30

(100.00)

1.11

N.S.

UPRTOU 25

(83.33)

4

(13.33)

1

(3.33)

30

(100.00)

Total 50

(83.33)

9

(15.00)

1

(1.67)

60

(100.00)


IGNOU 23

(76.67)

7

(23.33)

0

(0.00)

30

(100.00)

1.02

N.S. UPRTOU

22

(73.33)

7

(23.33)

1

(3.33)

30

(100.00)

Total 45

(75.00)

14

(23.33)

1

(1.67)

60

(100.00)


IGNOU 26

(86.67)

4

(13.33)

0

(0.00)

30

(100.00) 1.69

N.S.

UPRTOU 27

(90.00)

2

(6.67)

1

(3.33)

30

(100.00)

Total 53

(88.33)

6

(10.00)

1

(1.67)

60

(100.00)


IGNOU 21

(70.00)

8

(26.67)

1

(3.33)

30

(100.00) 3.47

N.S.

UPRTOU 24

(80.00)

3

(10.00)

3

(10.00)

30

(100.00)

Total 45

(75.00)

11

(18.33)

4

(6.67)

60

(100.00)




410


IGNOU 22

(73.33)

7

(23.33)

1

(3.33)

30

(100.00) 9.23**

UPRTOU 30

(100.00)

0

(0.00)

0

(0.00)

30

(100.00)

Total 52

(86.67)

7

(11.67)

1

(1.67)

60

(100.00)

vi. Illustration with example

skill

IGNOU 23

(76.67)

6

(20.00)

1

(3.33)

30

(100.00) 1.02

N.S.

UPRTOU 24

(80.00)

6

(20.00)

0

(0.00)

30

(100.00)

Total 47

(78.33)

12

(20.00)

1

(1.67)

60

(100.00)


IGNOU 23

(76.67)

6

(20.00)

1

(3.33)

30

(100.00) 1.58

N.S.

UPRTOU 26

(86.67)

4

(13.33)

0

(0.00)

30

(100.00)

Total 49

(81.67)

10

(16.67)

1

(1.67)

60

(100.00)

viii. Blackboard writing skill

IGNOU 23

(76.67)

6

(20.00)

1

(3.33)

30

(100.00) 1.58

N.S.

UPRTOU 26

(86.67)

4

(13.33)

0

(0.00)

30

(100.00)

Total 49

(81.67)

10

(16.67)

1

(1.67)

60

(100.00)


IGNOU 26

(86.67)

3

(10.00)

1

(3.33)

30

(100.00) 3.61

N.S.

UPRTOU 22

(73.33)

8

(26.67)

0

(0.00)

30

(100.00)

Total 48

(80.00)

11

(18.33)

1

(1.67)

60

(100.00)

x. Lesson closer skill IGNOU 23 6 1 30 1.02




411

(76.67) (20.00) (3.33) (100.00) N.S.

UPRTOU

24

(80.00)

6

(20.00)

0

(0.00)

30

(100.00)

Total 47

(78.33)

12

(20.00)

1

(1.67)

60

(100.00)

xi. Decide homework

IGNOU 23

(76.67)

6

(20.00)

1

(3.33)

30

(100.00) 3.49

N.S.

UPRTOU 28

(93.33)

2

(6.67)

0

(0.00)

30

(100.00)

Total 51

(85.00)

8

(13.33)

1

(1.67)

60

(100.00)


It can be observed that 75 to 88 percent counsellors of IGNOU and UPRTOU considered

micro teaching effective in the development of above said teaching skills.

It can be observed that cent percent counsellors of UPRTOU and 73 percent counsellors

of IGNOU considered that reinforcement skill is enhanced due to micro teaching practice and

preparation of micro lesson plans.

Conclusion:

Development of teaching skills through micro teaching practices is a common feature of

teacher training programme. As per stipulated norm each trainee will have to develop five lesson

plans each in ten teaching skills and practice micro teaching in simulated situation at concerned

study centres. The stipulated practices for different skill read as: introduction of lesson, objective

writing, questioning, stimulus variation, reinforcement, illustration with examples, explaining,

blackboard writing, demonstration and lesson closure. The training practices include

demonstration of lesson plans and skill components presentation, practice by trainees in small

group simulation, feed back by peer trainees, supervisor and re-teaching in a cyclic order. Such

practices are supposed to be covered within a short duration of extended contact programmes at

programme study centres. It can be observed from Table 1 that all the trainees of open

universities, irrespective of their university background, did not adhered to such norms in total.

Around 35 percent distance mode trainees did not take part in such practices at all. Only 25

percent teacher trainees prepared and delivered four to five lessons each in 10 prescrived

teaching skills. It revealed the laxity in micro teaching practices. Moreover, on an average the

counsellors gave demonstration of five out of ten teaching skills. On average five skills were not

touched for demonstration at all. The process adopted for demonstration of micro teaching

lessons by counsellors were mainly by person. The use of audio video demonstration was

extremely negligible i.e., in 97 percent cases (according Table 3). As an encouraging practice the

counsellors and peer trainees jointly participated in feedback activities. This practice was more




412

evident in the case of IGNOU (70.67%) than their State Open University counterparts (57.33%).

In the case of UPRTOU, the counsellors providing guidance to the trainees had played a significant

role (32.67%) in comparison to their IGNOU counterpart (according Table 4). As a whole a large

majority of B.Ed. trainees (72 to 85%) stated that micro teaching practices were most relevant

from the point of view of:

Development of general teaching competencies,

Subject specific teaching competencies

Trainees background.

The UPRTOU trainees were more favorable in their opinion than their IGNOU counterparts on

first two points (according Table 6). Similar expression was made by a large majority of trainees

(according Table 8) regarding the effectiveness of microteaching training process and the

feedback mechanism adopted therein for mastery of teaching skills. The above facts reveal that

even though laxity existed in microteaching practices, the trainees perceived such practices most

relevant and effective.

References:

1. Kumar, S. (2011). “A Study of Processes of B.Ed. Programmes in Open Universities”.

Unpublished D.Phil. Thesis. Allahabad: University of Allahabad.

2. Kumar, S. and Sahoo, P.K. (2011). “Quality of Practices Adopted for Development of

Professional Competencies among Teacher Trainees through ODL Mode”. Proceedings of

The 25th AAOU Annual Conference, September, 28-30, Penang, Malaysia, pp. 496-522.

3. Kumar, S. and Sahoo, P.K. (2014). “Development of Professional Competencies among

Teacher Trainees through ODL Mode”. Quality Education in India, Volume-2, New Delhi:

Concept Publishing Company Pvt. Ltd., pp. 374-393.

4. Harichandan, D. (2010). A study of Teacher Education Programmes Offered Through

Distance Education Mode in Indian Universities. In Teacher Education Through Distance

Education. New Delhi: Deep and Deep Publication Pvt. Ltd.

5. Joshi, V. (2000). In – Service Training Of Primary School Teachers Through Distance

Mode: IGNOU Experience. In Das, N.K. & Menon, S.B., Training of Professionals Through

Distance Education South Asia (Proceeding). New Delhi, IGNOU, Pp. 165-175.

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Through Distance Education South Asia (Proceeding). New Delhi, IGNOU, Pp. 176-190.

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11. Sharma, D.P. (2002). Teacher Education Programme of IGNOU: Student Teachers’

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12. Sharma, M. C. (2001). Teacher Education Through Distance Mode: an in-depth study. In

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13. Sahoo, P. K., et. al. (1999). Case Study of B.Ed. Programme of Kota Open University, IGNOU,

UNESCO chair project.

14. Mishra, S. (2002). Study of the Process-issues for Organizing Research And Training in

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15. Nagar, D. & Mahapatra, B. C. (2005). Skills for Development: A Case Study of Special

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17. Sahoo, P. K. & Tripathi, A. K. (2004). Study of Networking of Institutions in Promoting

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