ADAPTATION OF GENERATIVEARTIFICIAL INTELLIGENCE FOR MICRO TEACHING IN COLLEGES OF EDUCATION, NIGERIA

Abstract

Microteaching is a crucial component of teacher training programs, allowing prospective teachers to practice instructional techniques on a smaller scale before engaging with full classrooms. However, traditional microteaching methods can be time-consuming and resource intensive. The adaptation of artificial intelligence (AI) technologies presents an innovative solution to enhance the microteaching experience in Nigerian Colleges of Education.   AI-powered systems can simulate realistic classroom scenarios, providing preservice teachers with virtual students that exhibit diverse behaviours and learning needs. This immersive environment allows trainees to practice classroom management, differentiated instruction, and assessment techniques without the constraints of physical limitations. Additionally, AI can provide real-time feedback and analysis, identifying areas for improvement and offering personalized guidance. The integration of AI in microteaching holds numerous benefits. It reduces the logistical challenges associated with coordinating live microteaching sessions, enabling more frequent practice opportunities. AI-driven simulations can expose trainees to a wide range of classroom situations, better preparing them for the complexities of real-world teaching. Furthermore, the objective nature of AI-based feedback minimizes potential biases and ensures consistent evaluation criteria. Despite its advantages, the adaptation of AI in microteaching requires careful consideration of ethical and practical implications. Issues such as data privacy, algorithmic bias, and digital literacy must be addressed. Collaboration between educational institutions, technology providers, and policymakers is essential to developing effective AI-based microteaching solutions tailored to the Nigerian context.