Abstract
New technologies have been widely used in educational environments, as in every field. Web tools attract attention to make learning processes more efficient and to make students active. The microteaching method offers pre-service teachers the opportunity to apply new teaching. The purpose of this research is to determine the pre-service teachers' perception of web tools in micro-teaching and to analyze them according to various variables. The research was designed in a quasi-experimental design model. 75 pre-service teachers studying at the faculty of education participated in the research. Teachers' perceptions towards using web 2.0 tools in lectures scale was used as a data collection tool. As a result of the research, it was determined that micro teaching applications had a significant effect on the pre-service teachers' perception of web tools competence. Pre-service teachers stated that the use of web tools while teaching is beneficial in terms of drawing attention to the lesson and attracting the attention of the students.
TopIntroduction
The most basic goal of successful teacher education is to enable teacher candidates to gain effective learning strategies and experiences. According to Mishra and Koehler, improving preservice teachers' technological pedagogical content knowledge should be one of the important goals of teacher education (Mishra & Koehler, 2006). In the 21st century, great developments have emerged in information and communication technologies. As a result of these developments, the use of technology in the learning-teaching process has become inevitable in order to increase efficiency in learning environments (Gaviria et al., 2015; Valencia-Arias et al., 2019). With the inclusion of technology in learning environments, it has become necessary for teachers to acquire the skills to use technology and to use technology efficiently/effectively at the same time (Küçükgöz, 2019). In this context, it can be stated that teachers have an important role in the integration of technology into learning environments (Suharwoto, 2006). In addition, teachers are expected to use technology in a way that increases the effectiveness of their lessons and integrates them with a correct pedagogical method (Ertmer & Ottenbreit-Leftwich, 2010; Şad & Göktaş, 2014).
Web 2.0 tools, which have become widespread in recent years, appear as tools that can be used with constructivist learning (Horzum, 2010). Web 2.0 tools can easily be used in learning environments as a technological innovation that supports the change in the education system. In various studies, one of the principles of being a constructivist teacher is the ability to use interactive materials (Brooks, 1999). It is recommended to use technological tools integrating with pedagogical methods to prepare such materials and course contents (Ertmer & Ottenbreit-Leftwich, 2010; Şad & Göktaş, 2014). One of these syntheses is microteaching applications supported by Web 2.0 tools. The application of interactive materials prepared using Web 2.0 tools in microteaching method offers preservice teachers the opportunity to both learn to use technology and evaluate their own teaching performance (Walker & White, 2013). Fırat and Köksal (2019) stated that the use of Web 2.0 technologies by preservice teachers strengthens their level of integration into the teaching processes in their future classes, and in this context, it is a necessity to support teacher training programs with Web 2.0 technologies.
Micro-teaching is a method that offers preservice teachers the opportunity to practice, experience and self-evaluate the skill to be developed before they show their teaching skills in the real classroom environment (Atav et al., 2014). Microteaching is a process in which the preservice teacher prepares a short lecture (planning), presents this lecture to a group of preservice teachers (teaching), and then evaluates herself/himself (reflection) through reflection and feedback (Diana, 2013; Peker, 2009). Diana (2013) emphasizes that integrating technology tools into microteaching applications at any or all of the planning, teaching and reflection steps of microteaching will enrich the method. Microteaching through audio-visual web tools increases preservice teachers' self-confidence and provides a safe, threat-free environment for them to reflect on their practices (Dixon et al., 2019). In this study, it was aimed to determine the effect of microteaching applications supported by Web 2.0 technology on the perceptions of preservice teachers using Web 2.0 tools and their concerns about microteaching. The research questions are as follows:
- 1.
What is the effect of microteaching applications supported by Web 2.0 technology on preservice teachers' perceptions of using Web 2.0 tools?
- 2.
What are the reasons for preservice teachers' concerns about microteaching practices?
Key Terms in this Chapter
Micro Teaching: Micro teaching is a teaching technique. It is especially used in pre-service training for prospective teachers to experience teaching behaviors.
Qualitative Data Analysis: Qualitative data analysis is the process of organizing, analyzing, and interpreting qualitative data—non-numeric, conceptual information and user feedback—to capture themes and patterns, answer research questions, and identify actions to take to improve your product or article.
Content Analysis: The act of examining and evaluating recurring themes in any product such as speech, literature, article. Analysis to reveal the meaning, purpose and impact of a content.
Quantitative Data Analysis: Quantitative data analysis is an analysis method based on the collection of numerical data and the evaluation of these data using various mathematical and statistical methods.
Teachers' Perceptions: The thoughts or mental images that teachers have about their professional activities or any other subject that influence their background information and professional behavior.
Web 2.0 Tools: They are user-oriented web environments that allow users to interact, collaborate, and share easily.