Video-Mediated Microteaching--A Stimulus for Reflection and Teacher Growth

Autor/in	Kourieos, Stella
Titel	Video-Mediated Microteaching--A Stimulus for Reflection and Teacher Growth
Quelle	In: Australian Journal of Teacher Education, 41 (2016) 1, Artikel 4 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Microteaching; Video Technology; Technology Uses in Education; Preservice Teachers; Student Teacher Attitudes; English (Second Language); Language Teachers; Reflective Teaching; Theory Practice Relationship; Educational Practices; Teaching Methods; Error Correction; Student Centered Learning; Preservice Teacher Education; Foreign Countries; College Students; Teaching Skills; Skill Development; Peer Relationship; Observation; Cyprus + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Theorie-Praxis-Beziehung; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Korrektur; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehramtsstudiengang; Lehrerausbildung; Ausland; Collegestudent; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kompetenzentwicklung; Qualifikationsentwicklung; Peer-Beziehungen; Beobachtung; Zypern
Abstract	Numerous studies have been conducted on the effectiveness of video as an effective means of reflective practice in pre-service Teacher Education. However, only few studies have explored preservice teachers' own perceptions in this regard in the field of ELT and none of these was related to primary level. To address this gap, multiple forms of qualitative data were triangulated. Participants were found to consider the use of video combined with guided reflection and peer dialogue to have a great potential in helping them form links between theory and practice and bring a heightened awareness of their teaching practices, especially in the areas of classroom language, error correction and student-centred activities. The study calls for more research which provides clear evidence of any changes in student teachers' teaching practices over a period of time and of possible factors which may hinder such changes. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01