Student-teachers’ experiences of microteaching on an economics methods course

Abstract

Microteaching is a technique used in the training of student teachers worldwide. This study explores student teachers’ experiences of microteaching on an Economics methodology course at the School of Education Makerere University in Uganda. The sample included 28student teachers who had conducted microteaching during the academic years 2015-2016 and 2016-2017. Data were collected using individual interviews, document analysis and focus group discussions; and analyzed using content analysis. The study found microteaching to be valuable to Economics student teachers in improving their skills in lesson planning, communication, content knowledge, use of teaching aids, classroom organization, and management. Microteaching was however not so effective in the area of student assessment.

Keywords: Microteaching, student teachers’ experiences, Economics methods