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UGC NET Exam  >  UGC NET Questions  >  Micro-teaching is more effectivea)during the ... Start Learning for Free
Micro-teaching is more effective
  • a)
    during the preparation for teaching practice
  • b)
    during the teaching practice
  • c)
    after the teaching practice
  • d)
    always
Correct answer is option 'B'. Can you explain this answer?
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Most Upvoted Answer
Micro-teaching is more effectivea)during the preparation for teaching ...
Micro-teaching is more effective during the teaching practice. Micro-teaching is a teacher training technique for learning teaching skills. It employs real teaching situation for developing skills and helps to get deeper knowledge regarding the art of teaching. This Stanford technique involved the steps of "plan, teach, observe, re-plan, re-teach and re-observe".
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Micro-teaching is more effectivea)during the preparation for teaching ...

During the teaching practice

Micro-teaching is more effective during the teaching practice for several reasons:

Immediate application of learning:
During the teaching practice, micro-teaching allows the student teacher to immediately apply the knowledge and skills they have acquired during their preparation. This hands-on experience helps them to consolidate their learning and gain practical insights into teaching.

Real-time feedback:
By conducting micro-teaching sessions during the teaching practice, student teachers receive real-time feedback from their peers and mentors. This feedback is invaluable in helping them identify areas for improvement and refine their teaching techniques.

Opportunity for reflection:
Engaging in micro-teaching during the teaching practice provides student teachers with the opportunity to reflect on their teaching performance. They can analyze their strengths and weaknesses, identify strategies that work well, and make adjustments based on feedback received.

Enhanced confidence:
Repeated practice of micro-teaching during the teaching practice helps student teachers build their confidence in their teaching abilities. As they become more comfortable in front of a classroom, they are better equipped to handle different teaching challenges and engage effectively with students.

In conclusion, conducting micro-teaching sessions during the teaching practice is crucial for the professional development of student teachers. It allows them to apply their learning in a practical setting, receive timely feedback, reflect on their teaching performance, and build confidence in their teaching abilities.
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Directions: Read the given passage carefully and answer the following question:Heritage conservation practices improved worldwide after the International Centre for the Study of the Preservation and Restoration of Cultural Property (ICCROM) was established with UNESCO’s assistance in 1959. The inter-governmental organisation with 126 member states has done a commendable job by training more than 4,000 professionals, providing practice standards, and sharing technical expertise. In this golden jubilee year, as we acknowledge its key role in global conservation, an assessment of international practices would be meaningful to the Indian conservation movement. Consistent investment, rigorous attention, and dedicated research and dissemination are some of the positive lessons to imbibe. Countries such as Italy have demonstrated that prioritising heritage with significant budget provision pays. On the other hand, India, which is no less endowed in terms of cultural capital, has a long way to go. Surveys indicate that in addition to the 6,600 protected monuments, there are over 60,000 equally valuable heritage structures that await attention. Besides the small group in the service of Archaeological Survey of India, there are only about 150 trained conservation professionals. In order to overcome this severe shortage, the emphasis has been on setting up dedicated labs and training institutions. It would make much better sense for conservation to be made part of mainstream research and engineering institutes, as has been done in Europe.Increasing funding and building institutions are the relatively easy part. The real challenge is to redefine international approaches to address local contexts. Conservation cannot limit itself to enhancing the art-historical value of the heritage structures, which international charters perhaps overemphasise. The effort has to be broad-based: It must also serve as a means to improving the quality of life in the area where the heritage structures are located. The first task, therefore, is to integrate conservation efforts with sound development plans that take care of people living in the heritage vicinity. Unlike in western countries, many traditional building crafts survive in India, and conservation practices offer an avenue to support them. This has been acknowledged by the Indian National Trust for Art and Cultural Heritage charter for conservation but is yet to receive substantial state support. More strength for heritage conservation can be mobilised by aligning it with the green building movement. Heritage structures are essentially eco-friendly and conservation could become a vital part of the sustainable building practices campaign in future.Q.The inter-government organisation was appreciated because of

Directions: Read the given passage carefully and answer the following question:Heritage conservation practices improved worldwide after the International Centre for the Study of the Preservation and Restoration of Cultural Property (ICCROM) was established with UNESCO’s assistance in 1959. The inter-governmental organisation with 126 member states has done a commendable job by training more than 4,000 professionals, providing practice standards, and sharing technical expertise. In this golden jubilee year, as we acknowledge its key role in global conservation, an assessment of international practices would be meaningful to the Indian conservation movement. Consistent investment, rigorous attention, and dedicated research and dissemination are some of the positive lessons to imbibe. Countries such as Italy have demonstrated that prioritising heritage with significant budget provision pays. On the other hand, India, which is no less endowed in terms of cultural capital, has a long way to go. Surveys indicate that in addition to the 6,600 protected monuments, there are over 60,000 equally valuable heritage structures that await attention. Besides the small group in the service of Archaeological Survey of India, there are only about 150 trained conservation professionals. In order to overcome this severe shortage, the emphasis has been on setting up dedicated labs and training institutions. It would make much better sense for conservation to be made part of mainstream research and engineering institutes, as has been done in Europe.Increasing funding and building institutions are the relatively easy part. The real challenge is to redefine international approaches to address local contexts. Conservation cannot limit itself to enhancing the art-historical value of the heritage structures, which international charters perhaps overemphasise. The effort has to be broad-based: It must also serve as a means to improving the quality of life in the area where the heritage structures are located. The first task, therefore, is to integrate conservation efforts with sound development plans that take care of people living in the heritage vicinity. Unlike in western countries, many traditional building crafts survive in India, and conservation practices offer an avenue to support them. This has been acknowledged by the Indian National Trust for Art and Cultural Heritage charter for conservation but is yet to receive substantial state support. More strength for heritage conservation can be mobilised by aligning it with the green building movement. Heritage structures are essentially eco-friendly and conservation could become a vital part of the sustainable building practices campaign in future.Q.Which of the following statements best describe(s) the major challenge faced in the implementation of international conservation policies?

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Micro-teaching is more effectivea)during the preparation for teaching practiceb)during the teaching practicec)after the teaching practiced)alwaysCorrect answer is option 'B'. Can you explain this answer?
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