Online Microteaching: A Multifaceted Approach to Teacher Professional Development

Autor/in	Kusmawan, Udan
Titel	Online Microteaching: A Multifaceted Approach to Teacher Professional Development
Quelle	In: Journal of Interactive Online Learning, 15 (2017) 1, S.42-56 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-4914
Schlagwörter	Electronic Learning; Microteaching; Faculty Development; Foreign Countries; Critical Thinking; Preservice Teachers; Qualitative Research; Teaching Methods; Reflection; Interviews; Questionnaires; Elementary School Teachers; Student Attitudes; Inservice Teacher Education; Online Courses; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Kritisches Denken; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Fragebogen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Lehrerfortbildung; Online course; Online-Kurs; Indonesien
Abstract	In this paper, the author proposes that microteaching may be practiced through online media. The core concept of traditional microteaching is that it is a manipulative technique used to facilitate self-reflective and critical thinking processes while teaching. Preliminary research was conducted with elementary teachers who were participating in University Terbuka, Indonesia online microteaching program. A questionnaire was administered in the Smart Teacher Portal with the aim of seeking teachers' opinions on the performance of microteaching. Small scale, but in-depth, interviews were conducted to elucidate the in-service teachers' beliefs about the virtues of online microteaching. The result showed that 82.68% of survey respondents agreed that online microteaching improved their professional teaching. Most respondents interviewed admitted that they were more confident in their teaching after their involvement in the online microteaching program. It was generally admitted that online microteaching had strengthened their ability to develop more extensive critical thinking and reflective actions while practicing quality teaching. (As Provided).
Anmerkungen	University of Alabama. 152 Rose Administration, P.O. Box 870104, Tuscaloosa, AL 35487. Web site: http://www.ncolr.org/jiol
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01