Pair Microteaching: An Unrealistic Pedagogy in Pre-Service Methodology Courses?

Autor/inn/en	Yan, Chunmei; He, Chuanjun
Titel	Pair Microteaching: An Unrealistic Pedagogy in Pre-Service Methodology Courses?
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 43 (2017) 2, S.206-218 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2017.1286783
Schlagwörter	Team Teaching; Microteaching; Preservice Teacher Education; Preservice Teachers; Methods Courses; Second Language Instruction; English (Second Language); Foreign Countries; Student Teacher Attitudes; Teaching Methods; Data Analysis; Satisfaction; Educational Benefits; Qualitative Research; China + Suchen Sie Ihr Suchwort? Teamteaching; Lehramtsstudiengang; Lehrerausbildung; Methodisch-didaktische Anleitung; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Auswertung; Zufriedenheit; Bildungsertrag; Qualitative Forschung
Abstract	Despite its inherent nature of artificiality, microteaching has been widely used as a routine procedure in pre-service teacher education courses to apply theoretical knowledge and develop practical teaching competence. Its importance in the practice element of teacher education programmes has given rise to a considerable amount of attention to its potential in research. However, there has been little or no research on pair microteaching, which is exploited as a circumstantial compromise and innovation. This article reports on a small-scale study of the effect of pair microteaching on EFL (English as a foreign language) student teachers' professional learning. Triangulated sources of data were collected qualitatively to investigate a group of 30 student teachers' perspectives about their eight-week-long microteaching experience on an English language teaching methodology course. The results show a high level of endorsement of the experience despite the drawbacks of limited practice opportunity and artificiality of the experience. The article concludes that pair microteaching can be a feasible pedagogy in methodology courses that can be supplemented by other forms of direct and indirect school experiences. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01