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What is Teaching (Didactic) Skills

Chapter 53
Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements
Developed and developing aptitudes and abilities of both a prospective and an in-service teacher concerning his or her teaching behaviour, which contribute decisively to the lesson’s effectiveness. In microteaching trainees could, among others, be trained to apply the technique of introducing and ending a lesson, to apply the lecturing-technique, the asking questions-technique and the discussion-technique, to use audiovisual aids, to be self-critical about their lesson, to select appropriate instructional objectives and to explicitly formulate them, etc.
Published in Chapter:
Microteaching in Teacher Education through the Students’ Perspective
Konstantinos D. Chatzidimou (Democritus University of Thrace, Greece)
Copyright: © 2013 |Pages: 12
DOI: 10.4018/978-1-4666-2122-0.ch053
Abstract
The present contribution examines microteaching as an instructional method and focuses on it as a vehicle of teacher training at the Department of Primary Education of the Democritus University of Thrace (Greece). In particular, 107 students of the department were asked to freely and anonymously submit their views on microteaching in a written text, after having been trained in this method for one semester. The content analysis of the produced texts indicated students’ approbation towards the procedure in question, verifying the findings of other similar studies. Their remarks regarding microteaching strengthen the plea for its incorporation in the curricula of university departments that train prospective teachers.
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