Publication at Faculty of Science |
2020
Abstract
The paper presents, through a qualitative study led by semi-structured interviews with 13 novice teachers, an insight into how micro-teaching has helped as a training strategy of learning to teach. We conclude that teachers welcome micro-teaching, yet some of them criticized it especially for its distance from reality.
Novice teachers who have appropriately coped with potential disagreements in the class perceive micro-education as a suitable practice for future real school practice. Those teachers who did not manage pupils' conflict situations perceived micro-education as a secondary matter and would welcome in the undergraduate training to strengthen the component of pedagogical practice.