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dc.contributor.authorDeniz, S.
dc.date.accessioned2020-11-20T16:46:36Z
dc.date.available2020-11-20T16:46:36Z
dc.date.issued2011
dc.identifier.issn1990-3839
dc.identifier.urihttps://hdl.handle.net/20.500.12809/5725
dc.description.abstractThe aim of this study is to explore whether there is a difference between the student teachers' opinions about in-class teaching skills before and after applying micro-teaching. This study was carried out with the participation of second-year students of the Child Development Program of a Vocational School in the fall term of 2005-2006 academic years. The opinions of the student teachers about in-class teaching skills were obtained through a questionnaire consisting of 31 items. In the opinions of the student teachers regarding 25 items out of 31, significant differences were observed before and after microteaching applications. Following micro-teaching activities, while self-confidence of the student teachers and their in-class teaching skills increased, their concerns about classroom management were observed to dissipate. © 2011 Academic Journals.en_US
dc.item-language.isoengen_US
dc.item-rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectChildren With Mental Disabilitiesen_US
dc.subjectMicro-Teachingen_US
dc.subjectTeacher Trainingen_US
dc.subjectTeaching Skillsen_US
dc.subjectTeaching Strategiesen_US
dc.titleImplications of training student teachers of pre-schooling through micro-teaching activities for a classroom with mentally-disabled studentsen_US
dc.item-typearticleen_US
dc.contributor.departmenten_US
dc.contributor.departmentTempDeniz, S., Egitim Fakultesi, Mugla University, TR-48170 Kotekli, Mugla, Turkeyen_US
dc.identifier.volume6en_US
dc.identifier.issue8en_US
dc.identifier.startpage560en_US
dc.identifier.endpage569en_US
dc.relation.journalEducational Research and Reviewsen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US


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