ABSTRACT
A large number of pre-service English as Second Language (ESL) teachers trained in Nigeria
have deficiencies in developing and demonstrating appropriate teaching skills and attitude
during Teaching Practice (TP). This is probably as a result of their inadequate exposure to
participatory practices like Reflective Teaching Practice (RTP) and Micro-Teaching Practice
(MTP) during the exercise. Previous studies on RTP and MTP have focused on different
areas of teacher behaviour but have not sufficiently covered the area of using them to
improve the teaching skills and attitude of pre-service teachers. This study, therefore,
determined the effects of RTP and MTP on teaching skills and attitude to teaching practice
among pre-service teachers of English as second language in South-West and North-Central
states of Nigeria. The moderating effects of the pre-service teachers‘ academic ability and
gender on the dependent variables were also determined.
Pretest-posttest, control group, quasi experimental research design was adopted. The
participants were 120 pre-service ESL teachers selected through multistage sampling
technique from six colleges of education in South-West (4) and North-Central (2) states.
Participants were randomly assigned to RTP (40), MTP (40) and Control (40) groups
respectively. Pre-service ESL Teachers‘ Attitude to Teaching Practice Questionnaire (r=
0.88), Classroom Observation Scale Manual (r= 0.79), Academic Ability Rating Sheet and
two Instructional Guides, Micro Teaching Instructional Guide and Reflective Teaching
Instructional Guide (r = 0.81 and r = 0.88) were the instruments used. Seven hypotheses were
tested at 0.05 level of significance. The treatment lasted 12 weeks. Data were analysed using
Analysis of Covariance, and Scheffe‘s post-hoc test.
There was a significant main effect of treatment on ESL pre-service teachers‘ teaching skills
(F(2, 103) = 22.78; η2 = .31). Pre-service ESL teachers exposed to MTP had highest teaching
skill mean score ( = 96.37), those exposed to RTP had ( = 91.82) and control ( = 76.84).
There was also a significant main effect of treatment on the attitude of pre-service ESL
teachers to teaching practice (F (2, 103) = 5.82; η2 = .10). Pre-service ESL teachers exposed to
RTP had highest post attitude mean score ( = 61.78), than those exposed to MTP ( =59.75)
and those exposed to conventional teaching practice ( = 52.83). There were no significant
main effects of academic ability and gender on pre-service ESL teachers‘ teaching skills and
attitude towards teaching practice. Also, there were no significant interaction effects of
treatments and each of teachers‘ academic ability and gender.
Micro-teaching practice and reflective teaching practices enhanced the pre-service ESL
teachers‘ teaching skills and attitude towards teaching practice, though the latter was more
effective in Nigeria. These strategies should be adopted in improving the teaching skills of
pre-service teachers of English as second language.
DADA, E (2021). Effects Of Reflective And Micro-Teaching Practices On Teaching Skills And Attitude To Teaching Practice Among Pre-Service Teachers Of English In Nigeria. Afribary. Retrieved from https://track.afribary.com/works/effects-of-reflective-and-micro-teaching-practices-on-teaching-skills-and-attitude-to-teaching-practice-among-pre-service-teachers-of-english-in-nigeria
DADA, Esther "Effects Of Reflective And Micro-Teaching Practices On Teaching Skills And Attitude To Teaching Practice Among Pre-Service Teachers Of English In Nigeria" Afribary. Afribary, 21 Apr. 2021, https://track.afribary.com/works/effects-of-reflective-and-micro-teaching-practices-on-teaching-skills-and-attitude-to-teaching-practice-among-pre-service-teachers-of-english-in-nigeria. Accessed 19 Nov. 2024.
DADA, Esther . "Effects Of Reflective And Micro-Teaching Practices On Teaching Skills And Attitude To Teaching Practice Among Pre-Service Teachers Of English In Nigeria". Afribary, Afribary, 21 Apr. 2021. Web. 19 Nov. 2024. < https://track.afribary.com/works/effects-of-reflective-and-micro-teaching-practices-on-teaching-skills-and-attitude-to-teaching-practice-among-pre-service-teachers-of-english-in-nigeria >.
DADA, Esther . "Effects Of Reflective And Micro-Teaching Practices On Teaching Skills And Attitude To Teaching Practice Among Pre-Service Teachers Of English In Nigeria" Afribary (2021). Accessed November 19, 2024. https://track.afribary.com/works/effects-of-reflective-and-micro-teaching-practices-on-teaching-skills-and-attitude-to-teaching-practice-among-pre-service-teachers-of-english-in-nigeria