Discussion of Findings
As revealed from the analysis of data presented, the finding of the study from Table 6 shows that micro teaching helps in the prediction of classroom problems, equips students in training within time management technique and encourages the appropriate use of teaching aids. Findings from table 6 further revealed that micro teaching enhances teaching competences of students in training, enhances classroom managements and improves the opportunity of planning for instruction. This implied that micro teaching has a great impact on teaching practice. This finding is in congruence with Saxena and Khajanchee (2012) who explained that microteaching is a teacher training technique which helps the student teachers to master the skills of teaching.
Findings from table 7 shows that micro teaching helps to create awareness of teaching competencies of the trainees, helps in the discovery of teaching strengths and weaknesses and gives an opportunity to learn by observing others. The findings from the table further revealed that micro teaching contributes greatly in the making of a good teacher, gives an opportunity to learn classroom management skills and encourages development of skills of self-confidence. Furthermore, microteaching helps learning how to organize and manage my time and helps in developing the actual teaching skills that will be required in future for effective teaching. This implied that student-teacher experiences during micro teaching and teaching practice were positive towards learning. This findings agreed with Ambili (2013) who confirmed that microteaching has a pivotal role to play in all educational training programs because it improves learning.
Findings from table 8 revealed that that micro teaching widens teaching experience and helps in apportioning time appropriately. The findings also revealed that microteaching has helped in the use of appropriate teaching aids and helps in planning lessons in logical sequence. Findings from table 8 also show that microteaching has helped in measuring learning outcomes appropriately, in preparation of lesson note effectively and helps in presentation lesson during teaching practice. This findings supported Bell (2007) who asserted that microteaching provides student teachers with valuable teaching experiences and affords them the opportunity to be aware of the benefits and relationship between theories and practice.
Findings from table 9 revealed that microteaching consumes a lot of my time, forces student-teachers to achieve more within a short time and is cumbersome. The findings also indicated that micro teaching made some student-teachers feel embarrassed when teaching their colleagues. This findings supported Kumar (2008) who observed that microteaching is conducted under controlled environment where different audio-visual media are provided. The consciousness of the audio and visual recordings may be a burden to the student teachers and may create fear and anxiety in them. Some of them focus their eyes on the camera instead of their audience. The recordings may merely have cosmetic effects on the entire training scheme as student teachers may pay more attention to their appearance on the camera than on skills’ acquisition. However, the findings as well revealed that micro teaching made student-teachers enjoy and appreciate teaching as a career and forced them to prepare a number of teaching materials.
Findings from table 9 revealed that there was a significant relationship between micro teaching and performance of student-teachers in teaching practice in Kwara State, Nigeria. This finding supported Chatzidimou (2011) that microteaching is a ground-breaking program of teaching skills and a vehicle of teacher training and teacher professionalization. The finding also agreed with Ijaiya (2013) who claimed that when microteaching is properly carried out, the teaching practice exercise is likely to be a more rewarding and successful exercise. This is because increase in the number of weeks spent for teaching practice by student teachers cannot compensate for weak campus-based practical training.
Findings from table 10 shows that there was a significant relationship between the experiences of students in using micro teaching and student-teachers performance in teaching practice in Kwara state secondary schools. This finding concurred with Ajileye (2012) and Ijaiya (2013) that teaching practice is vital to teachers’ preparation and training. Teaching practice allows the teacher trainees to gain their first teaching experience that they find useful during their professional lives. It gives the sense of accomplishment to student teachers as professionals.
Findings from table 11 revealed that there was a significant relationship between the perceptions of students in using micro teaching and student teachers performance in teaching practice in Kwara state secondary schools.
