Teacher Behavior Continuum in Microteaching (Case Study On Early Childhood Education Students at The Teacher Training and Education Faculty of Universitas Muhammadiyah Surakarta)

Abstract

Micro Teaching/MT is teaching in small scale; in terms of content, duration and participants. In MT course, students teacher practice their teaching skills. The students teacher of Early Childhood Education Department (ECED) perform their teaching skills in front of their peers on the materials for early childhood. Early childhood learning is through playing. When the children are playing, students teachers are not only delivering the materials, but also display Teacher Behavior Continuum (TBC). The aim of this research is to find out: 1) the sequence of the TBC used, 2) the most frequen question taxonomy used, and 3) the accuracy of TBC seen from the center that is practiced. This is a descriptive research. Subjects studied are 60 student teachers who are the participants of MT course. The data of TBC is obtained through observation. The data is analyzed by using interactive and quantitative analysis. The research result shows that: 1) the consecutive order of TBC is: Question, Visually Looking On, Physic Intervention, Directive Statement, and Non Directive Statement; 2) Taxonomy question often used is factual question; and 3) not all of the students apply the appropriate TBC center that is practiced.