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Abstract

Department of Educational Foundations,

Nkpolu-Orowurokwo, Port Harcourt.

&

Faculty of Education, Rivers State University

Education is an organized mechanism through which society develops its human resources by equipping them with desirable skills, knowledge, attitude and values which will enable them operate the social institutions of a given state or

Bridging the Gap in Nigeria Education through Implementation of Micro-Teaching among Trainee Teachers in Tertiary Institutions of

Learning: Curriculum and Corruption Free Society.

Keywords: Bridging, Education, Teaching trainee teachers, Implementation microteaching, institution curriculum.

Nsiegbe, Christy Graham

Destiny Anim

This paper examined bridging the gap in Nigeria Education through implementation of microteaching among trainee teachers in tertiary institutions of learning: curriculum and corruption free society. The Niger Delta University Experience. Questionnaire was used to collect the data; one hundred and twenty (120) students (respondents) from the faculty of education were selected using simple random sampling. The result showed that trainee teachers benefited greatly in participating in teaching practice because they were able to build proper confidence and competence in lesson preparation and developed skills and attitude of a teacher during the exercise. It was also revealed that teaching practice helps trainee teachers to learn how to keep records of assignment and also participating in school activities. Therefore researcher recommend that government should provide finance inform of stipend for trainee teachers and teachers engaged in teaching practice programme. A proper orientation for trainee teachers should be carried out using efficient means of communication like; seminars, workshop, conferences and discussion. Faculties of education and college should organize the exercise very well so as to give the best professional practice to the trainee teachers. The university should appeal to non-governmental like the private sector, individuals and industries to assist in supplementing educational materials and learning resource that would prepare the students.

Introduction

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Akpomi (2015) also stressed that, the Government of Nigeria in her aim to achieve their philosophy of education has therefore set up an implementation committee for the National Policy of Education in 1983, knowing practice and internship in teaching education cannot be overemphasize, the committee therefore recommends: those methods of training teachers need to be rationalized, so that they reflect the Nation's Education philosophy, policies and structure. That massive training of untrained primary school teachers should be done by the method on the job training. Mann (1999) stressed that, the impact of teaching practice on trainee teachers in tertiary institution has been of interest of researchers, government, teachers and parent as well. Similarly Obagah (2014) defines teaching practice as the performance of the kind of activity that results in learning. Koko (2016) remarked that, teaching practice in most educational institution is the expected terminal behavior of a student teacher who is going through professional course in education.

country effectively. Okorie (2015) stated that, education is a part of life, which is deliberately controlled and experience developed according to a conscious plan. According to Emereole (2014), it is usually planned according to the individual and societal needs and the most veritable instrument for change in any society. Therefore, the quality of education are both dependable on the quality of teachers and the effectiveness of their teachings in schools (Awotua-Efebo, 2017). Kizlink (2017) posits that, education is a means to cooperative dynamic and life long process through which a society deliberately generates knowledge, skills, values and other form of bahaviour for its survival and sustenance, and transmits these from one generation to another. Asuru (2012) observed that, it is pertinent to note that the individual countries of the world provide education for their citizens for different reasons. According to Adagba (2016), the reasons are the different ways, which these countries believe that they would help the citizens as human being and their country as a Nation.

Conceptual Framework In the past 15 years, scholars have embarked on extensive research to find out teaching techniques that can tackle the issue of the differences among individual learners with regard to the social and institutional contexts of teaching in higher education. According to Sipek (2016), and in recent time the theories and methods of research on teaching in terms of understanding and how academics experience teaching is on the increase. In the light of this, the work of Okorie (2015) has been an improvement on earlier studies as well as noting the lack of research on the associated intention or motives of teachers. The authors have investigated the extent to which university teachers conceptualized teaching in

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What is Micro-teaching?

different ways (Koko, 2016). Practice teaching occupies a key position in the programme of teacher preparation (Nnamdi, 2013). Adagba (2015) stressed that, this exercise provides opportunity to beginning teachers to become socialized into the profession. Ajoku (2013) asserted that, performance during practice teaching provide some basis for predicting the future success of the teacher outgoing popularity and centrality of practice teaching is an important contributing factor towards the quality of teacher education programmed. Edem (2013) confirmed that, during practice teaching, working with students in schools provide a high degree of emotional involvement of a mostly positive nature. Students teachers feel themselves grow through experience and they begin to link to a culture of teaching. Murray (2007) asserted that, during practice teaching, they feel engage, challenged and even empowered. Amaehule (2015) reaffirmed that, practical teaching experience is under taken by students in Faculty of Education in Universities and Colleges.Imart (2015) reaffirmed that, it is an essential aspect of teacher education because it prepares for their future teaching roles and assignment. The main agents who implement educational policies has to be properly organized and teaching practice also helps in this function (Hyon, 1999). Osuala (2014) concluded that, teaching practice expose the trainee teacher to the realities of effective teaching and helps them to try out methods of teaching and gain practical classroom experience under expect supervision. Wellington (2006) explained that, during the teaching practice, the trainee teachers are sent out from the University and College to primary, secondary, commercial, comprehensive and technical schools to teach for a period of time as a part of their training. According to Andabai (2011), during this practice a student is supervised and evaluated not only by a supervisor allotted to him but also by a group of other lecturers who supervises him as a team as well as a staff of the school in which he is teaching. Akpomi (2015) argued that, the need for this different evaluation is to make sure that he is properly corrected and graded. Itjere (2017) stressed that, teaching practice is the most vital part of trainee teacher's career training, this is because it is during this practice that the trainee teachers applies the methods, even the philosophy of education which he was taught theoretically in the classroom.

Microteaching is a scaled-down, simulated teaching encounter designed for the training of both pre-service and in-service teachers. It has been used worldwide since its intention at Stanford University in the late 1950s by Dwight W. Allen, Robert Bush, and Kim Romney. Its purpose is to provide teachers with the opportunity for the safe practice of an enlarged cluster of teaching skills while

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A microteaching session is much more comfortable than real classroom situations, because is eliminates pressure resulting from the length of the lecture, the scope and content of the matter to be conveyed, and the need to face large numbers of students, some of whom may be inattentive or even hostile another advantage of microteaching is that it provides skilled supervisors who can give support, lead the session in a proper direction and share some insights from the pedagogic sciences.

learning how to develop simple, single-concept lessons in any teaching subject. Microteaching helps teachers improve both content and methods of teaching and develop specific teaching skills such as questioning, the use of examples and simple artifacts to make lessons more interesting, effective reinforcement techniques, and introducing and closing lessons effectively.Microteaching is an excellent way to build up skills and confidence, to experience a range of lecturing and tutoring styles and to learn and practice giving constructive feedback. Microteaching gives instructors an opportunity to safety put themselves “under the microscope” of a small group audience, but also to observe and comment on other people's performances. As a tool for teacher preparation, microteaching trains teaching behaviors and skills in small group settings aided by video-recordings. In a protected environment of friends and colleagues, teachers can try out a short piece of what they usually do with their students, and receive a well-intended collegial feedback. A microteaching session is a chance to adopt new teaching and learning strategies and through assuming the student role, to get an insight into students' needs and expectations. It is a good time to learn from others and enrich one's own repertoire of teaching methods.

Microteaching is organized practice teaching. The goal is to give instructors confidence, support, and feedback by letting them try out among friends and colleagues a short slice of what they plan to do with their students. Ideally, microteaching sessions take place before the first day of class, and are videotaped for review individually with an experienced teaching consultant. Microteaching is a quick, efficient, proven and fun way to help teachers get off to a strong start.Over the years microteaching has taken many forms. Its early configurations were very formal and complex. Real students (typically four or five) were placed in a rotation of teaching stations in a microteaching clinic. Teachers would teach an initial five to ten minute, single element lesson that was critiqued by a supervisor. The teacher would have a brief time to revise the lesson and then reteach the same lesson to a different group. In later years these sessions were videotaped. Videotaping microteaching lessons became the optimal practice

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Corruption Free Society

Perhaps the most complex form of corruption is the combination of bureaucratic, industrial and political corruption. This has the highest magnitude and makes us feel the most helpless. For most of us, this is the kind of corruption we read about in the newspaper and think it doesn't concern us. The question we need to ask ourselves is: will defeating corruption at the bigger scale help eliminate the corruption we face in our day to day life? Will it improve local problems? Will it solve the problem we as a society seem to think that the act of giving a bribe is not

In the world around us, especially the country we live in, corruption is regarded as a given. Most of us have been active participants in the act of corruption as either bribe-takers or givers, and anyone who tries to play by the book is punished. One thing is clear, corruption is widespread in our society, at all levels. The problem of corruption has been culturally and systemically embedded into our society due to the widespread acceptance of the practice. This combined with the lack of transparency and public recourse against corruption means that it will be a while before a society can beat this problem. Systematic changes along with a complete overhaul of the belief system of citizens are required to even begin the process of combating the issue. In order to think of eradicating corruption, we need to first understand the nature of the corruption problem and define it in its entirety, examine its feasibility and then figure out what action plan will best cater to the eradication of the problem.

The problem of corruption is multi-layered and should not be viewed as a singular problem plaguing all of society. Corruption in all forms impacts society differently. For instance, when a clerk at a governmental office asks a customer for a 100 Naira bribe, it is not an isolated incident, the bribe has several layers to it, including several other officials that have a cut in the problem. Another form of corruption is the collusion of the private sector and governmental bodies which again has several complex layers of industrial, legal and bureaucratic issues. Overall the researcher thinks the problem of corruption can take the following moulds: political, bureaucratic, industry, corporate, and individual. It is vital to understand that these forms are all linked and enable the problem to grow further. It is safe to assume given the widespread nature of corruption that people today have flexible morals. A large number of us are willing to cut corners for selfish reasons and don't care much about the greater public good and moral fabric of society. The existence of such moral turpitude is the bedrock of reality that gives rise to the problem of corruption and emboldens people to move on to more organized and potentially damaging forms of corruption.

because it allowed teachers to view their own performance.

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fundamentally wrong? The answer is that the problem surrounding corruption is multi-faceted and requires a multi-tiered response. Removing big scams and bureaucratic corruption is essential, but so is improving our moral resistance and individual outlook on corruption. Corruption is a social, legal and developmental issue, and we need to understand that the value of the greater public good outweighs our individual need to take shortcuts, and any short-term benefits we derive from that.The New Microteaching: SimplifiedTwenty-first-century microteaching increases training effectiveness using an even more scaled-down teaching simulation environment. The new microteaching format was primarily shaped as a response to in-service teacher education needs in Namibia, where the vast majority of teachers were uncertified and there were few resources with which to train them. In China it became part of a national effort to modernize teaching practice. Three important new concepts were incorporated:1. Self-study groups. Teachers rotate between the roles of teacher and

student, building on earlier versions of “peer microteaching.” Self-study groups of four or five teachers have become the norm.

2. The 2 + 2 evaluation protocol. In earlier versions of microteaching, rather elaborate observation protocols had been developed to evaluate performance for each teaching skill. In the new microteaching, each new skill is introduced to trainees in varied combinations of face-to-face training sessions, multimedia presentations, and printed materials. These training materials give cued behaviors to watch for and comment on microteaching lesson. After a microteaching lesson is taught, each of the teachers playing a student role provides peer evaluation of the teaching episode using the 2 + 2 protocol-two compliments and two suggestions. Compliments and suggestions are focused on the specific skill being emphasized, but may relate to other aspects of the lesson as well.

3. Peer supervision. Originally the microteaching protocol required the presence of a trained supervisor during each lesson. However, with minimal training the compliments and suggestions of peers can become powerful training forces. Trainees feel empowered by the practice of encouraging them to evaluate the compliments and suggestions they receive from their peers (and supervisors, when present), allowing them the discretion to accept or reject any or all suggestions. On average, about two-thirds of the suggestions are considered worthwhile and suggestions from peers and

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The flexibility of allowing each microteaching self-study group to make its own schedule, find its own location, and organize its own training and feedback procedures becomes an important part of the training experience. This leads to substantial savings of resources and allows the number of scheduled sessions to be determined by academic merit, not resource limitations.

trained supervisors are about equally valued.The new, simplified format-widely used in the United States in the early twenty-first century-also makes it easier to incorporate the full, recommended protocol of teaching and reteaching each lesson for student. The microteaching experience goes well beyond the formal, narrow training agenda. The gestalt experience of planning and executing a brief lesson that is closely monitored and scrutinized and the offering and receipt of feedback from respected peers is an integral part of the experience. In the present format students often have three or four complete microteaching cycles in a single course. More cycles tend not to be well received by students, as the training format seems to break down after about four cycles. Some in-service training programs have received enthusiastic reception from students for periodic microteaching sessions (one session each term or semester) over an extended period of time.

Variants of Microteaching Over the years many microteaching labs have made modifications in the basic training protocol that detract from the effectiveness of microteaching training, but are thought necessary, given the constraint of resources. Some of these modifications include greatly increasing the size of the microteaching class. Sometimes an entire class of twenty to thirty-five students is used as the microteaching class. This is necessary for scheduling reasons and because of the lack of facilities and staff for multiple, simultaneous sessions. This adaptation requires students to be passive learners for large numbers of lessons as each trainee has a turn to teach. The number of students in each class means that students teach very infrequency, often only once, and usually have no opportunity to re-teach.Analysis and Discussion on Teaching Practice The analysis is presented in the form of data classification. One has the opportunity of communicating and interacting closely and sympathetically with children of school age. Teaching practice has made trainee teachers to master professional's skills. Teaching practice has made trainee teachers learn how to plan, prepare and present their lesson. Teaching practice has exposed one to the problems and prospects of the teaching progression. Teaching practice helped trainee teachers in understanding of the principles of child development and growth. Teaching practice helped trainee teacher to broaden their knowledge of

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Medical teachers most often do not receive a special training in pedagogic techniques, as it is usually not considered necessary for their recruitment or for an efficient continued performance. Their ability to teach therefore largely depends on self training, either by trial and error which teaching or by observation of colleagues, who may or may not be helpful examples. Getting in front of students is a trying experience for a building teacher. One may earnestly try to prepare him or herself; read books about teaching methods, attend lectures and take courses on didactics. Yet in theory everything seems much simpler than in practice. The complexity of a teaching situation can be overwhelming. To deal effectively with it, teachers must not only have a good knowledge of the subject

Why microteaching

the subject matter. Teaching practice has help one to perfectly use instructional materials when teaching. Teaching practice act as a resource centre to the school. Trainee teachers adequately control their classroom with assistance. Teaching practice has made trainee teachers to observe the different features of school curriculum at work and how each contributes to learning. Teaching practice has help trainee teachers to be familiar with school records and the complex set of rules and regulations. Teaching practice has helped one to pass the teaching requirement to quality as teachers. Teaching practice has helped trainee teachers to acquire those valuable personality attribute associated with outstanding teacher. Teaching practice has helped one to gain valuable insight into him with regard to assessing his suitability for the teaching profession. Trainee teachers see teaching practice as a vital factor in preparing student for future teaching assignment. Trainee teachers develop their own way of working effectively with children and colleagues. However teaching practices has made trainee teachers to gain general experience in academic profession. While the presenter goes to another room to view the videotape, the supervisory team discusses and analyses the presentation. Patterns of teaching with evidence to support them are presented. The discussion should focus on the identification of recurrent behaviors of the presenter in the act of teaching. A few patterns are chosen for further discussions with the presenter. Only those patterns are selected which seem possible to alter and those which through emphasis or omission would greatly improve the teacher's presentation. Objectives of the lesson plan are also examined to determine if they were met. It is understood that flexible teaching sometimes includes the modification and omission of objectives. Suggestions for improvement and alternative methods for presenting the lesson are formulated. Finally, a member of the supervisory team volunteers to be the speaker in giving the collected group feedback.

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Steps in Microteaching and rotating peer Supervision

· Video recorder/camcorder

One-day plan for Microteaching (an example)

Each participant of the session prepares a teaching segment. The presenter gives a brief statement of the general objectives of his/her presentation to be addressed. The group may be asked to focus their attention to particular elements of the lesson or of the teaching style. This may include pace. Clarity of explanation, use of media, voice and body language, level of group interaction.

in hand, but also some communication skills such as ability to observe, supervise, lead a discussion and pose questions. Furthermore, a teacher should be aware of how students perceive him or her. This perception is sometimes quite different form the teacher's self image. It is difficult to self assess one's own abilities and we benefit from colleagues' feed back to recognize our strength and identify areas for possible improvement. Evaluation of teaching by students is becoming a common practice, and a constructive feedback could be a effective way to improve one's rating as a teacher. Even the experienced educators may sometimes reflect about strengths and weaknesses of their teaching style.

Presentation and Observation

The duration of a Microteaching session depends on the number of participants. Microteaching should take place in two separate classrooms where the second room is required for videotape viewing. It is helpful to organize professional videotaping, although this can also be done (taken over) by the participants upon instruction.

· Tapes for camera

· 09:30-10;00 Preparation of the micro lessons· 10:00… Microteaching session (each segment about 20-30 min)

Preparation

Each participant presents his/her 10-minute teaching segment. He/she is allowed to use the media available. During the presentation, other participants serve as members of a supervisory team and take notes for the group feedback. Special assessment forms (table 1 and 2) may be helpful in standardizing the observation

· Black or whiteboard, flipchart, pin board, markers with different colors

Equipment for Microteaching Session:· TV/Computer set

Planning a microteaching session

· Camera

· 09:00-09:30 Introduction to microteaching given by a professional supervisor

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· Be descriptive and specific, rather than evaluate. For example: you would avoid starting the sentences with “you”, it is better to start with “I”, so you can say: “I understood the model, after you showed us the diagram:.

Under the guidance of the professional supervisor, the presenter is first asked to present a self-back of his mini lesson. With this new information taken into account, the supervisory team member who volunteered to be the speaker summarizes the comments generated during the analysis session. This part of the session is intended to provide positive reinforcement and constructive criticism. The presenter is encouraged to interact freely with the team so that all comments are clarified to his/her satisfaction. The way in which feedback is given and received contributes to the learning process. Feedback should be honest and direct, constructive, focusing on the ways the presenter can improve, and containing personal observations. The following is a series of suggestions on how to give and receive feedback in a microteaching workshop.

Videotape Viewing

and feedback process. Each lesson is videotaped. Although the lesson is short, objective and procedures should be clear to generate useful discussions.

The presenter watches the tape of his/her presentation and decides whether or not the objectives were accomplished. He/she also makes a list of strengths and suggestions for personal improvement. Then he/she again joins the supervisory team. In the meantime the supervisory team discussed and made conclusions about the teacher's lecturing.

Giving FeedbackWhen you are giving feedback, try to:

Giving and Receiving Feedback

· Be specific rather than general. For example: rather than saying “You weren't clear in your explanations”, tell the presenter where he/she was vague, and describe why you had trouble understanding him/her. Similarly, instead of saying: “I thought you did an excellent job!” list the specific things that he/she did well.

· Describe something the person can act upon. Making a comment on the vocal quality of someone whose voice is naturally high-pitched is only likely to discourage him/her. However, if the person's voice had a squeaky quality because he/she was nervous, you might say: “You might want to breath more deeply, to relax yourself, and that will help to lower the pitch of your voice as well”.

· Choose one or two things the person can concentrate on. If the people are

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Receiving feedback

· Judge the feedback by the person, who is giving it. You do not have to agree with every comment. Ask other people if they agree with the people's critique.

· Not to respond to each point, rather listen quietly, hearing what other's experiences were during their review, asking only for clarification. The only time to interfere with what is being said is if you need to state that you are overloaded with too much feedback.

· Begin and end with strengths of the presentation. If you start off with negative criticism, the person receiving the feedback might not even hear the positive part, which will come later.

· Ask for specific examples if you need to. If the critique you are receiving is vague or unfocused, ask the person to give you several specific examples of the point he/she is trying to make

When you are receiving feedback, try:

· Avoid conclusions about motives or feelings. For example: rather than saying: “You don't seem very enthusiastic about the lesson”, you can say “Varying your rate and volume of speaking would give you a more animated style”.

· Take notes, if possible. If you can, take notes as you are hearing the other people's comment. Than you will have a record to refer to, and you might discover that the comments that seemed to be the harshest were actually the most useful.

Data were sourced mainly from text books, internet and the primary sources. The instrument that was used for data collection for the purpose of this study was the questionnaire. The questionnaire is divided into two section, A and B section,

overwhelmed with too many suggestions, they are likely to become frustrated. When giving feedback, call attention to those areas that need the most improvement.

· Be open to what you are hearing. Being told that you need to improve yourself is not always easy, but as we have pointed out, it is an important part of the learning process. Although, you might feel hurt in response to criticism, try not to let those feelings dissuade you from using the feedback to your best advantage.

In total, be practical, tactful, constructive critical, open toward other's ideas and opinions in the microteaching workshop and in your classes as well.

Method

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section (A) seeks the personal data of the respondent, while section (B) seeks the consent of the respondent.

Conclusion Drawing conclusion, indeed teachers are the lifelines of the sound educational system of any nation. If the quality of education is shaken, it is usually not uncommon to point accusing fingers at teachers. Micro-teaching is one of the most recent innovations in teacher education programme which aims at modifying teachers behavior according to modified objects. Education enterprises in the country has recently recognized the importance of micro-teaching in preparing classroom teachers. Micro-teaching is one of those innovative ideas which has been used, in recent years, to improve classroom teaching. Teaching practice has been found to be very beneficial in the course of this research work because, it provides an opportunity for the trainee teachers to teach and increase their professional competence. The result showed that trainee teachers benefited greatly in participating in teaching practice because they were able to build proper confidence and competence in lesson preparation and developed skills and attitude of a teacher during the exercise. It was also revealed that teaching practice helps trainee teachers to learn how to keep records of assignment and also participating in school activities.

RecommendationsTherefore theresearcher recommended that the government should provide finance inform of stipend for trainee teachers and teachers engaged in teaching practice program. A proper orientation for trainee teachers should be carried out using efficient means of communication like; seminars, workshops, conferences and discussion. Faculties of education and colleges should organize the exercise very will so as to give the best professional practice to the trainee teachers. Institutional resource centers of the various institutions should be adequately equipped and expanded enable every trainee teacher participate at least once or twice in micro-teaching exercise as a way of exposing them to practice teaching.

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