The Effectiveness of Micro-teaching in Delivering Physical Education Lesson Content Among Student Teachers

Abstract

 This study aimed to evaluate the reality of the microteaching program in student teacher training at the Faculty of Physical Education, Al-Marqab University. The researchers followed a descriptive approach in the study procedures. The study population and sample consisted of faculty members supervising the internal and external field training program, totaling (40) individuals: 34 students and 6 instructors. The researchers designed a questionnaire to collect field data. In the statistical analysis, the following were used: the weighted mean and its percentage weight, the independent samples t-test to determine differences by gender, Cronbach's alpha coefficient to determine validity and reliability, the F-test for one-way ANOVA to determine differences by academic department and years of experience, and percentages and frequencies to determine sample characteristics. The study reached the following conclusions, the most important of which are:

* The study sample's performance on the microteaching scale was low, as was their performance on the traditional teaching scale.

* The sample's performance was weak in comparing the elements of microteaching and traditional teaching.

* There were no statistically significant differences between the sample's preparation and planning skills using microteaching and traditional teaching methods.

* The significant differences in student evaluation of lesson elements and themes were attributed to the student's personality, followed by the lesson delivery and execution, with the planning and preparation of the lesson ranking last, according to Scheffé's statistical scale.