It provides a student teacher with a training environment where the complexities of the normal classroom are kept to a minimum. After defining specific skills, the next step in the micro-teaching environment is demonstration of the selected skill. The principle of microteaching requires that a lesson be audio or video recorded as the learner delivers the lesson, which is then viewed and reviewed in the discussion session.
Re-planning the lesson helps trainees use their skills more effectively in the second round. The supervisor continuously directs the trainees to master the performance of particular skills in focus. In the feedback session, supervisors and participants discuss the teaching and watch the video repeatedly.
A microteaching environment allows student teachers to practice the same skills in a protective environment of support from their supervisors and colleagues. This type of practice helps them master the learning skills they are practicing.
VIDEO RECORDING AND FEEDBACK IN MICROTEACHING
For example, Joshi (1977) believes that the inclusion of video recording in microteaching helps trainee teachers to improve the learning of basic teaching skills. 1980) takes microteaching as an essential ingredient in teacher education and argues for the use of video recording to make it more beneficial. His research concluded that microteaching without video recording is less effective for skill development because trainee teachers do not have sufficient opportunities to see their own mistakes.
According to the results, microteaching is superior to other traditional training methods, mainly due to the use of video recording equipment. The use of video has made microteaching an efficient and effective technique in teacher education programs conducted in different parts of the globe. Using video recording techniques during the microteaching session also shows different effects on student teachers' performance.
Kpanja（2001） conducted an experimental study to test the effectiveness of video recording in a microteaching program. In this study, subjects were divided into two different groups, with the first group able to practice their skills with the help of video recording equipment, and the second group practicing their skills without video recording. It was found that the experimental group that used video recording behaved more confidently and positively towards the microteaching, while the participants of the control group without the video recording were less enthusiastic and appeared to be inadequately prepared for the microteaching lessons.
CONVERSATION ANALYSIS IN THE STUDY OF TEACHER DEVELOPMENT
Maekawa（2012） used conversation analysis to examine the identity shifts of trainee teachers in a microteaching environment. This research included videos of various actual microteaching lessons and analyzed them using conversation analysis. Through the analysis, it was found that the trainee teacher is oriented towards identity during the micro-teaching class.
However, identity in CA means the characteristics of the participants, which they demonstrate and orientate themselves through the interaction. The study by Maekawa (2012) showed that the trainees show the identity of a teacher and at times to be a language teacher. In some other cases, they show the identity of being freshmen when interacting with their advising professor.
Analyzing the data in her study, it emerged that student teachers orient themselves to the identity of being a teacher while teaching and focus on the identity of a language learner while talking to the advising professor. They also occasionally show a shift in identity to that of a language learner when they show difficulties with the ongoing interaction. Both studies mentioned above provide proof that the practical situation is of great importance for a teacher in training.
In the research of Hosoda and Alina（2010a）, trainee teachers develop into full teachers through interaction practices. And in a study by Maekawa（2012）, trainee teachers showed some possible signs of development from a learner/language learner identity to a teacher identity.
5．REPAIR IN CONVERSATION
What’d you say?
I’m having the worst trouble talking
6．RESEARCH METHODOLOGY
In the English department of the university where the data were collected, all the students enrolled in the teacher education course participate in the microteaching program. During the video recording, the camera was placed at the back of the classroom and the remote microphone was placed on the table at the front of the classroom to obtain good quality sound in the data. The participants in this study were Japanese university students engaged in microteaching where they chose to practice teaching English to Japanese junior or senior high school students.
In the microteaching environment, participants designed an entire lesson in a group and taught its parts individually. In the microteaching environment analyzed in this study, student teachers participated as model students. As the participants chose to teach English, a foreign language to them, in the training situation, the training was a practice situation for EFL teachers.
In some cases, he intervened and helped the trainee teachers to continue the lessons, but most of the time he played the role of a student and only listened to the lessons as a model student. Ethical issues were closely considered during data collection and analysis in this study. Because the CA methodology rejects the observer's psycho-mental aspects of the analysis, this study uses an emic perspective, meaning it takes a view of the interactants' relationship to their actions (Pike, 1954; Goodwin, 1984; Markee &.
With an emic perspective in data analysis, CA turns to interactant perspectives to understand interaction events. In observation, he does not have "a priori" theorizing, but makes an "unmotivated" investigation with a piece of data and sees where the data leads the observers (Sacks, 1984). In conversation analysis, researchers look at the data and analyze it from the perspective of the participants.
Also in this paper, understanding of the events in the interaction is built from the participants' perspective.
7．DATA ANALYSIS
Some Instances of Other-Initiated Repair
At this point, the professor, who also plays the role of the student in the microteaching environment, self-selects and takes the turn to initiate the repair to correct the problematic part of the trainee teacher's speech. Also, the beginning of the professor repair provides a chance for the practicing teacher to correct and renew her knowledge. The trainee teacher's attempt to learn is shown in line 22 as she repeatedly says the appropriate word provided by the professor.
The repair initiation by the professor in the above interaction provides a learning opportunity for the student teacher. Schegloff, 1979）. Then the professor again gives the relevant word in the infinitive format that the student teacher started and tells him to learn. Interestingly enough, in this part of the interaction, the professor does not focus on the student teacher's mistake in using the time, but initiates word recovery.
Alternatively, the student teacher's problematic part of the word choice is corrected by the professor through another initiated repair. Correspondingly, observation of extract (2) also shows the student teacher's orientation to the problematic part of her speech. The professor's statement prevents the student teacher from passing on incorrect information to her students, otherwise she might have done so.
In extract (5), the professor does not choose to immediately repair the problematic part of the trainee teacher. By not taking turns to repair the problem part of the trainee teacher, the professor is giving her more time to solve the problem in the practice environment. But later, as she continues to experience the same problem, the professor takes a turn to begin the repair and corrects the problematic part of the trainee teacher's utterance.
The student teacher's failure to find a relevant word in extract (6) also leads the professor to other-initiated recovery.
8．CONCLUSION
Because the professor does not begin to correct the student teacher's problematic statement, he is more concerned with the continuation of the sequence and the pedagogical value of its conclusion than with interrupting the sample lesson to correct each instance of problem in the language code. experience of trainees. Among all the extracts discussed in this study, self-initiated self-correction by the trainee teacher predominates. In addition, another characteristic highlighted by the prevalence of self-initiated self-correction is that students in the classroom do not initiate others' corrections in order to solve the problem of their teachers' speech.
This example is similar to the finding of Alina and Hosoda（2009） that students do not start correcting their peers in the classroom. Even in this data, the participating students, even though they are peers of the trainee teachers, do not choose to give remediation for their teacher, the trainee teacher, on another initiative. In addition to the potential learning opportunities offered by different remedial pathways, student teachers in a microteaching environment are given a variety of opportunities to.
The "output hypothesis" claims that input alone is not sufficient to build a level of grammatical competence in learners. Students must produce their knowledge in specific forms where they can feel the gap between their acquired input and their performance. As students become aware of the gap between their knowledge and performance, they become more aware of the gap and can have opportunities to revise their output so that they can learn more about the language.
In the data set studied in this study, the participants of the micro-teaching environment learned to experience two situations. Through the practice of using instructional language, they can see the gap between the language they use and the language they are supposed to use. This visibility of the gap helps the pupils to modify their output, and consequently to achieve various learning opportunities so that they can learn and develop as they grow in their teaching profession.
Effects of video microteaching and strategy analysis on pre-service science teachers' teaching strategies.
研究承諾書
