Learning from students’ experiences of microteaching for numeracy education and learning support: a case study at University of Namibia, Southern campus select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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dc.contributor.author Albin, Simon
dc.contributor.author Shihomeka, Sadrag P.
dc.date.accessioned 2018-08-09T15:06:50Z
dc.date.available 2018-08-09T15:06:50Z
dc.date.issued 2017
dc.identifier.citation Albin, S., & Shihomeka, S.P. (2017). Learning from students’ experiences of microteaching for numeracy education and learning support: a case study at University of Namibia, Southern campus. American Scientific Research Journal for Engineering, Technology, and Sciences, 36(1), 306-318. en_US
dc.identifier.uri http://hdl.handle.net/11070/2348
dc.description.abstract The purpose of this study was to investigate, reflect and learn from experiences of undertaking microteaching in a Numeracy Education and Learning Support class of 153 students studying Diploma in Junior Primary Education Year 3 (DJPE3) at University of Namibia, Southern Campus. Microteaching is a platform for beginner teachers to improve teaching competencies, and this took place prior to students’ placement and evaluation of School Based Studies for 4 weeks (June/July 2017) in any Namibia’s primary schools of their choice offering class teaching from Grade 0 to Grade 3. Prior to microteaching, student teachers demonstrated nervousness and were scared to present a lesson before their peers. Literatures on microteaching were synthesized before data were analyzed by summarizing 91 written reflections of 91 student teachers who unanimously took part in a survey after completing and returning a questionnaire with four open-ended questions. Analysis of the data revealed that, microteaching is a learning platform for teaching practice, positive and negative factors influence student’ microteaching scores, and most students were satisfied with microteaching scores. The results of this study suggest that microteaching lecturers at the University level should be trained and equipped with student-engagement skills to be highly effective and supportive toward students. en_US
dc.language.iso en en_US
dc.subject Microteaching en_US
dc.subject Experiences en_US
dc.subject Teaching practice en_US
dc.title Learning from students’ experiences of microteaching for numeracy education and learning support: a case study at University of Namibia, Southern campus en_US
dc.type Article en_US


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