Student teachers' perceptions of an innovative microteaching strategy : a Nigerian experience

In this study, the Biology Method Course (BMC) provided exposure for 12 Postgraduate Diploma in Education (PGDE) student teachers (hereafter students) to interactive reflective learning (IRL) and the use of information communication technologies (ICTs) in teaching and learning. During the microteaching phase of the BMC, IRL (incorporating multimedia) was used to provide feedback to students on their practice. The microteaching experiences afforded the students opportunities for reflective thinking about their teaching as well as experience in integrating ICTs into their teaching of biology concepts. Specifically, this study verified the students' perceptions of the impact of IRL (incorporating multimedia) and the integration of ICTs into their teaching. The study also verified that in attempting to integrate ICTs into their microteaching practices students encountered the following challenges : lack of adequate technical support; faculty lack of interest in integrating ICTs into their teaching and learning; and the absence of necessary technological materials and reliable infrastructure. Using the Students' Perception Questionnaire, Microteaching Feedback Sheets and semi-structured interviews, the results showed that the IRL sessions (incorporating multimedia) made the students begin to seriously re-evaluate their thinking and beliefs about teaching especially from a constructivist perspective. Also, through the integration of ICTs into their teaching, the students felt better prepared, motivated and more confident to teach the lessons.