The Effect of Microteaching on PETE Students’ Preferences and Value Perceptions Regarding Teaching Styles

Abstract

The purpose of this study was to determine whether gaining experience through microteaching in an undergraduate course affects PETE students’ preferences toward teaching styles and their value perceptions. PETE students (n=31) attending a state university and studying in the ‘Physical Education and Sports Teaching’ course participated in the study, which was conducted in a one-group pretest-posttest design. In data collection, “Physical Education Teachers’ Perceptions of Teaching Styles” instrument was utilized. Wilcoxon signed-rank test was used to analyze the data. When the changes in pre-posttest teaching style preferences were analyzed, it was found that there was a statistically significant increase only in PETE students’ preferences for the inclusion style (p<.05). In addition, it was determined that there was an increase in their perceptions that the inclusion (fun, learning, and motivation), the guided discovery (learning and motivation), and the command style (learning) were beneficial for students (p<.05). In conclusion, it was found that gaining practical experience regarding teaching styles through microteaching affected PETE students’ use preferences and value perceptions towards certain teaching styles.