The effect of microteaching practice on preservice teachers’ literacy levels concerning complementary assessment and evaluation techniques

Abstract

This study investigated the effect of the microteaching on improving preservice social studies teachers’ literacy levels concerning complementary assessment and evaluation techniques. This study, which was implemented mixed method design, involves two stages. The first stage of the study was designed according to the quasi-experimental design with the pre-post test control group. To this end, two groups were formed, an experimental group (N=30) and a control group (N=30). “Literacy Test for Complementary Assessment and Evaluation Techniques” and “Assessment Form for the Process of Microteaching” were used as data collection instruments. Kolmogorov-Smirnov test, dependent and independent samples t test, mixed models and Kendall’s coefficient of concordance were used in the analysis of the data. The second stage of the study was designed according to the case study design and “Investigator Observation Form”, “Structured Interview Form” and “activity assessment diaries” were used to collect the data. The content analysis technique was used to reach concepts and relationships that would explain the data obtained. As a result of the study, it appeared that the microteaching was an effective method in improving preservice social studies teachers’ literacy levels concerning complementary assessment and evaluation techniques.