An exploration of micro-teaching skills with digital technology (cell phone) in B.Ed. programmes at a Western Cape university
type: CreativeWork
description: Micro-teaching provides a framework for teachers’ professional development with emphasis on the teach and re-teach cycle as a practical procedure for the development of micro-teaching skills. One fundamental element in this teach and re-teach cycle is the use of digital technology tools as a recording device which may help aid the understanding and application of micro-teaching skills. This study explores micro-teaching skills with the use of digital technology (cell phone) in B.Ed. programmes at a Western Cape university. The study aims to merge the past and present strategies to initiate the development of a simple model to improve micro-teaching methodology using a simple and mostly available digital technology tool which can allow for self-evaluation and personal reflection. The study seeks to investigate how a digital technology, through a cell phone, can guide practical learning to support pre-service teachers in the micro-teaching presentation. The underpinning theories that frame this study were Vygotsky’s Socio-cultural Theory, Bandura’s Social Learning Theory and Mishra & Koehler’s Technological Pedagogical Content Knowledge (TPACK) Theory. These theories emphasize social interactions, modelling and the use of technological tools as a significant aspect of skills development. The combination of these theories informs the conceptually developed knowledge acquisition, knowledge construction and the implementation with technology (KACIT) model with the aim to encourage the construction and implementation of micro-teaching knowledge with available digital technology tools. The study employs a sequential explanatory design, using a case study approach, which draws on both quantitative and qualitative methods as sources of data collection. The quantitative procedure adopted video recording as a form of data collection, using a conceptually developed teaching skills rubric, with a three level Likert-scale rating. SPSS version 25 was used to get the aggregated des…
abstract: Micro-teaching provides a framework for teachers’ professional development with emphasis on the teach and re-teach cycle as a practical procedure for the development of micro-teaching skills. One fundamental element in this teach and re-teach cycle is the use of digital technology tools as a recording device which may help aid the understanding and application of micro-teaching skills. This study explores micro-teaching skills with the use of digital technology (cell phone) in B.Ed. programmes at a Western Cape university. The study aims to merge the past and present strategies to initiate the development of a simple model to improve micro-teaching methodology using a simple and mostly available digital technology tool which can allow for self-evaluation and personal reflection. The study seeks to investigate how a digital technology, through a cell phone, can guide practical learning to support pre-service teachers in the micro-teaching presentation. The underpinning theories that frame this study were Vygotsky’s Socio-cultural Theory, Bandura’s Social Learning Theory and Mishra & Koehler’s Technological Pedagogical Content Knowledge (TPACK) Theory. These theories emphasize social interactions, modelling and the use of technological tools as a significant aspect of skills development. The combination of these theories informs the conceptually developed knowledge acquisition, knowledge construction and the implementation with technology (KACIT) model with the aim to encourage the construction and implementation of micro-teaching knowledge with available digital technology tools. The study employs a sequential explanatory design, using a case study approach, which draws on both quantitative and qualitative methods as sources of data collection. The quantitative procedure adopted video recording as a form of data collection, using a conceptually developed teaching skills rubric, with a three level Likert-scale rating. SPSS version 25 was used to get the aggregated des…
author: Omolere, Okuntade Japhet
keywords: Micro-teaching, Digital technology, r Higher education, MRTEQ, Practical learning Reflection
license: https://uwcscholar.uwc.ac.za/bitstreams/18e65f7a-dc8b-4fe6-8d0d-38d0f170369e/download
date published: 2020
date modified: 2026-07-24T06:00:30Z
provider: University of the Western Cape
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of the Western Cape