COMBINING MICROTEACHING AND PEER COACHING IN THE PROFESSIONAL TRAINING OF ENGLISH TEACHERS: EXPERIENCE OF INDONESIA
DOI:
https://doi.org/10.31891/2308-4081/2024-14(1)-11Keywords:
microteaching, peer coaching, pedagogical competence, English language teaching, professional training, IndonesiaAbstract
The article analyzes the practice of combining students’ microteaching with peer coaching in the experience of the Indonesian university Universitas PGRI (Semarang). The main purpose of the analysis is to show how this model of professional training of prospective English language teachers can be used to improve the quality of their future professional activities and develop their pedagogical competence. Qualitative analysis of the study showed a number of advantages of this model of professional training and made it possible to outline problems that may arise during the implementation of this innovative pedagogical approach, while quantitative data analysis provided statistical support for qualitative conclusions. In the result of the study, recommendations were outlined for the effective implementation of students’ microteaching with peer coaching to improve their pedagogical competence, as well as provide better understanding of the advantages of this model of studying. The analyzed experience of the Indonesian university provides an impetus for the development of an innovative method of teaching English at higher school.
The evaluation of the effectiveness of microteaching at Universitas PGRI (Semarang) demonstrates a high level of participants' satisfaction with this learning model, as well as their positive perception of peer coaching in the process of microteaching and their professional training in general. In addition, the level of students’ pedagogical competence after the introduction of microteaching model with the use of peer coaching is reported to be significantly higher than before.
It is concluded that students’ microteaching with peer coaching has the potential to develop the pedagogical competence of prospective teachers of English, as it is a practice-oriented learning model, but on the condition of providing clear feedback and evaluation criteria. We consider it relevant to pay special attention to the outlined recommendations regarding the introduction of microteaching. They include the need for a preparatory stage, proper organization of the simulation class, and assessment and reflection after microteaching. Of special interest are the specified problems of its implementation (reduction of the feeling of novelty, the difference between the simulated lesson and the real one; imperfect microteaching management; lack of an evaluation standard for microteaching). We consider it necessary to conduct further research aimed at finding solutions to the problems.
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