1997 Volume 21 Issue 1 Pages 47-65
The author first developed a prototype for training student teachers through microteaching and role-playing in 1974 and, as of 1990, this program was still being carried out as a means for students to acquire practical teaching techniques and skills. The philosophy behind the program and further data concerning the microteaching and role-play has already been reported in detail in previous articles. In this report the author described the reasons behind a system design for developing a suitable classroom incorporating appropriate facilities necessary in microteaching and role-play. Particularly, how to cope with and overcome difficulties and lack of functions for conducting microteaching and role-play in existing, unsuitable rooms used temporally for four years were discussed. The program consists of three systematically linked modules: (1) audiovisual education lectures and practice, (2) teacher education lectures and practice, and (3) teacher education and microteaching practice. Over the years each of these modules has been continually improved in order to increase the course's effectiveness in training teachers from the viewpoints of not only program objectives, but also the functioning of individual equipment and facilities including audiovisual equipment, response analyzers, desks, etc. Designing and establishing each function of a classroom for microteaching and role playing depended a great deal on ideas generated not only according to the program philosophy and knowledge base accumulated by the author while implementing the program, but also from opinions provided by students enrolled in the course. One example provided by the students was the reduction of excess psychological pressure caused while recording and exerted on students involved in role-play by controlling the level of room brightness. Furthermore, three methods for evaluating teaching techniques and skills in each microteaching and role-play have been developed by the author for: (1) evaluating audiovisual and replay, (2) gathering data for evaluating techniques and skills through a response analyzer system, and (3) evaluating each teaching technique and skill by students playing the role of pupil by a special three-level scale incorporating 10 items on teaching techniques and skills. This instrument can further be processed by micro computer in making a diagnostic sheet on teaching techniques and skills. In constructing the classroom, the author fortunately was provided with ample opportunities in location, space, funding and the innovation of teaching/learning methods for teacher training education. First, a little-used audiovisual room containing obsolete equipment was available which could be converted. Second, the Educational Ministry provided a substantial budget for the microteaching program. Third, the innovation of teaching/learning methods for teacher training education in the university was supported by popular opinion.
