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Search Results for 'Microteaching' (Keyword)
8 items found 1 / 1
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1   |   From section Teacher Education Programs
Pre-service Teachers’ Science Teaching Self-efficacy Beliefs: The Influence of a Collaborative Peer Microteaching Program
This study aimed to explore the nature of changes in pre-service science teachers’ (PSTs’) self-efficacy beliefs toward science teaching through a mixed-methods approach. The findings revealed that microteaching sessions provided pre-service teachers experiences in a controlled and supportive environment. The microteaching process also provided vicarious experiences to the PSTs through observation of teaching performance of teammates and other participants. The a collaborative peer microteaching (Cope-M) process created a practice of discussion-based and supportive teaching to shift the PSTs’ teaching practice to a more robust understanding. Furthermore, the findings suggested that the level of self-efficacy beliefs toward science teaching were positively affected by the Cope-M and were affected slightly negatively after early field experiences.
Publication Year: 2016    |    Updated in ITEC: March 8, 2017
2   |   From section Instruction in Teacher Training
Preservice Science Teachers’ Uses of Inscriptions in Science Teaching
This study investigated preservice science teachers’ use of inscriptions in their peer teaching lessons. The results indicate that they used different kinds of inscriptions for a wide range of purposes, both pedagogical and normative, and the level of abstractness of inscriptions used varied across different science sub-disciplines. The finding demonstrated that preservice teachers have multiple purposes when using inscriptions and that their purposes differ from scientists’ purposes. Preservice teachers use inscriptions to help students conceptually understand science and to communicate students’ understanding of science for themselves and others. This study indicates that inscriptions and their relation to the discourse and practices of science are critically important as an area of emphasis in preparing preservice teachers.
Publication Year: 2013    |    Updated in ITEC: October 4, 2016
3   |   From section Instruction in Teacher Training
Learning to Teach Through a Practicum-Based Microteaching Model
The authors developed the practicum-based microteaching model based on the notion of "approximations of practice" to explore how the concept provides meaningful opportunities for preservice teachers' teacher learning in a general secondary methods course. The results reveal that the practicum-based microteaching model provided preservice teachers with opportunities for interactive learning practices, for rehearsal, revision, and retrial, and for manageable chunking of professional practices. Moreover, this study also found that preservice teachers well accepted the learning tasks such as planning and teaching a microlesson as manageable chunks of professional practices in teacher education.
Publication Year: 2011    |    Updated in ITEC: September 3, 2013
4   |   From section Instruction in Teacher Training
First Off the Blocks: Professional Experience and Learning for First-Year Preservice Physical and Health Education Teachers
The purpose of this study was to gain insight into the learning of preservice Physical and Health Education teachers throughout three progressively designed professional experiences. Findings indicate the potential of microteaching placements as stepping-stones to larger, more intense professional experience placements.
Publication Year: 2012    |    Updated in ITEC: August 23, 2013
5   |   From section Preservice Teachers
Developing Communication Competence Using An Online Video Reflection System: Pre-service Teachers’ Experiences
This study examines how interactive video and web-based technologies can be used to improve pre-service teachers’ communication competence and reflective thinking. The study also explores the learning processes and systematically evaluates the Video Reflection system from the students’ perspective. The authors conclude that the stages between presentations developed pre-service teachers’ cognitive communication competence. Development of cognitive communication abilities coupled with iterative cycles of practice developed pre-service teachers’ behavioral capabilities.
Publication Year: 2011    |    Updated in ITEC: February 15, 2013
6   |   From section Instruction in Teacher Training
Exploring Authenticity of Microteaching in Pre-service Teacher Education Programmes
The current study examined the perspective of a cohort of 60 Chinese EFL pre-service teachers with regards to microteaching. The results show that microteaching was a useful tool for the pre-service teachers’ professional development; however, the experience was not without flaws. The most commonly perceived deficiency was artificiality, which appeared to have to some extent limited the student teachers’ development of real-life classroom teaching competence.
Publication Year: 2011    |    Updated in ITEC: September 27, 2012
7   |   From section Instruction in Teacher Training
Using Microteaching to Enhance Teacher Efficacy in Pre-service Teachers
The current study examined pre-service teachers' efficacy in relation to the utilisation of microteaching as an assessment tool for postgraduate education students in Australia. The qualitative data revealed that pre-service teachers enter teaching in order to positively impact on children, yet are concerned about behaviour management in the classroom. In addition, this data highlighted the positive impact that microteaching had on their developing teacher identity.
Publication Year: 2010    |    Updated in ITEC: December 15, 2010
8   |   From section Instruction in Teacher Training
Investigating How and What Prospective Teachers Learn through Microteaching Lesson Study
Microteaching Lesson Study [MLS] combines elements of Japanese lesson study and microteaching. A case study of MLS was conducted with 18 prospective teachers in an initial course on learning to teach. Active learning involving meaningful discussion, planning, and practice, support from a knowledgeable advisor, collaborative deliberation-in-process, and opportunity to trial, analyse and revise were aspects of MLS revealed as centrally important for prospective teacher learning through MLS.
Publication Year: 2010    |    Updated in ITEC: May 25, 2010
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