A Reflection on Micro Teaching Sessions:When is what I Think Justified by my Practice?

Abstract

An action research was carried out to ameliorate the quality of peer micro teaching exercises undertaken in an English languageteaching practicum course. A model teaching oneffective and less effective methods of teaching in each language skill was presented by the trainer and commented by both the trainees and the trainer. Following this, the traineeshave presented microteachinglessons which have the following stages: the briefing, modeling, reflection I, teaching, reflection II, and portfolioproduction or re-teaching. The effectiveness of the ideas, methods and materials used to enhance the quality of the microteachingexercise wasreflected. It was implied in the paper that an action research and reflection are important avenues to understand and improve one’s classroom practices. It was also underscored that dilemmas have perpetuated than certainties after the intervention into the microteaching sessions havebeen carried out.