ISSN: 2226-6348
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The study adopted qualitative research approach to investigate the challenges experienced by student teachers during microteaching in the Faculty of Education at the National University of Lesotho. Data for this study was collected during the supervision of these students while carrying out pre-microteaching activities such as interpreting the syllabus, planning and rehearsing for their sessions; during their oral presentations and from their written materials. The data was collected using observations of and semi-structured interviews. The information collected was recorded in a form of field notes, which were later transcribed and analysed using a thematic approach. Findings revealed that the challenges faced by the student teachers in the microteaching activities are the use of English as a medium of communication; interpretation of the syllabus; selection of teaching methods; over and under planning and organisational strategies. It is recommended that student teachers be discouraged from using non-conventional language, use both curriculum and syllabus when planning a lesson, adopt different teaching methods and plans, compile their microteaching portfolios way ahead of time.
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In-Text Citation: (Makafane, 2020)
To Cite this Article: Makafane, D. T. (2020). Implementation of Microteaching: The case of the National University of Lesotho. International Journal of Academic Research in Progressive Education and Development, 9(2), 144–157.
Copyright: © 2020 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
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