Learning from Students’ Experiences of Microteaching for Numeracy Education and Learning Support: A Case Study at University of Namibia, Southern Campus

Simon Albin, Sadrag P. Shihomeka


The purpose of this study was to investigate, reflect and learn from experiences of undertaking microteaching in a Numeracy Education and Learning Support class of 153 students studying Diploma in Junior Primary Education Year 3 (DJPE3) at University of Namibia, Southern Campus.  Microteaching is a platform for beginner teachers to improve teaching competencies, and this took place prior to students’ placement and evaluation of School Based Studies for 4 weeks (June/July 2017) in any Namibia’s primary schools of their choice offering class teaching from Grade 0 to Grade 3. Prior to microteaching, student teachers demonstrated nervousness and were scared to present a lesson before their peers. Literatures on microteaching were synthesized before data were analyzed by summarizing 91 written reflections of 91 student teachers who unanimously took part in a survey after completing and returning a questionnaire with four open-ended questions. Analysis of the data revealed that, microteaching is a learning platform for teaching practice, positive and negative factors influence student’ microteaching scores, and most students were satisfied with microteaching scores. The results of this study suggest that microteaching lecturers at the University level should be trained and equipped with student-engagement skills to be highly effective and supportive toward students.


Experiences; Microteaching; Student teachers; Teaching practice; University of Namibia.

Full Text:



A. Göçer. “Assessment of the opinions and practices of student teachers on micro-teaching as a teaching strategy.” Acta Didactica Napocensia, vol. 9, pp. 33-46, Mar. 2016.

A. Saban and A.N. Çoklar. “Pre-service teachers’ opinions about the micro-teaching method in teaching practice classes.” The Turkish Journal of Educational Technology, vol. 12, pp. 234-240, Jan. 2013.

A.O. Egunjobi, N. Nwaboku and I.O. Salawu. Facilities for Media Utilization in the Instructional Process and Microteaching Skills. Lagos: National Open University of Nigeria, 2011.

E.G. Ralph. “The effectiveness of microteaching: five years’ findings.” International Journal of Humanities Social Sciences and Education, vol. 1, pp. 17-28, Mar. 2014.

Faculty of Education Prospectus. Faculty of Education Prospectus. Windhoek: University of Namibia, 2017, p. 49.

K. Maree. First steps in research. Pretoria: Van Schaik, 2015, p. 99.

M.A. Ajileye. “Effects of microteaching skills on student teachers’ performance on teaching practice in colleges of education, North-Central, Nigeria.” Ph.D. Thesis proposal seminar, Ilorin, Nigeria, 2013.

M.A.I. Patel and A. Mohasina. “The practice of microteaching as a training technique in teacher education”, academic papers, 2011.

M.O. Yusuf. (2006, Jun.). “Influence of Videotaping and Audiotaping Feedback Modes on Student Teachers’ Performance in Microteaching.” Malaysian Online Journal of Instructional Technology. 3(1), unpaged. Available: www.unilorin.edu.ng/newsite2/EDUCAT [Mar. 2, 2017].

S. Baṣturk and M. Taṣtepe. “Examining primary pre-service teachers’ difficulties of mathematics teaching with the micro-teaching method.” Acta Didactica Napocensia, vol. 8, pp. 1-10, Oct. 2015.

T. U. Sa’ad, S. Sabo and A.D. Abdullahi. “The Impact of Micro-Teaching on the Teaching Practice Performance of Undergraduate Agricultural Education Students in College of Education, Azare.” Journal of Education and Practice, vol. 6, pp. 109-115, Mar. 2015.

T.T. Sravani. (2016, Dec.). “Micro teaching: principles, procedures, benefits and limitations.” [Online]. Available: http://content.wisestep.com/micro-teaching-principles-procedures-benefits-limitations/ [Mar. 2, 2017].


  • There are currently no refbacks.

Comments on this article

View all comments




About ASRJETS | Privacy PolicyTerms & Conditions | Contact Us | DisclaimerFAQs 

ASRJETS is published by (GSSRR).