Micro-Teaching 2.0: Technology as the Classroom

Autor/inn/en	Ledger, Susan; Fischetti, John
Titel	Micro-Teaching 2.0: Technology as the Classroom
Quelle	In: Australasian Journal of Educational Technology, 36 (2020) 1, S.37-54 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ledger, Susan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Microteaching; Self Efficacy; Teaching Methods; Preservice Teachers; Practicums; Beginning Teachers; Teacher Student Relationship; Teacher Education; Situated Learning; Reflective Teaching; Educational Benefits; Barriers; Student Placement; Teacher Educators; Information Technology; Computer Simulation; Teacher Education Programs; Foreign Countries; Student Attitudes; Web 2.0 Technologies; Undergraduate Students; Australia + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Practicum; Praktikum; Praktika; Junior teacher; Junglehrer; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerausbildung; Lehrerbildung; Bildungsertrag; Schülerpraktikum; Teacher education; Education; Informationstechnologie; Computergrafik; Computersimulation; Ausland; Schülerverhalten; Australien
Abstract	Currently pre-service teachers (PSTs) practise teaching by interacting in real-life situations naturally occurring within variable school-based practicums. These are not ideal contexts for beginning teachers because they put novices in situations with real students before demonstrating capability, feedback is often not at point of need and they do not provide all students with similar experiences. Simulation and micro-teaching combine to provide a technological solution to bridge the gap between graduate preparation and real application. This study draws on situated learning and reflective practice ideologies to critique and problematise Micro-teaching 2.0 -- a combination of traditional micro-teaching practices and human looped simulations. The findings reveal increased self-efficacy of PSTs (n = 376) and identify the benefits and challenges of Micro-teaching 2.0 for initial teacher education programs. Micro-teaching 2.0 proved to be an effective diagnostic tool for identifying the specific needs of PSTs and a preparatory tool for real-life placements. The controlled learning environment addresses previous issues related to the variability of contexts and subsequent moderation of individual capabilities. The findings are timely as the teaching profession continues to be scrutinised and where technological advances continue to offer choice, challenges and creative options for educators. Implications for practice or policy: (1) Micro-teaching combined with human in the loop simulation provides a powerful and safe learning environment to practice the art and science of teaching; (2) Simulation affords initial teacher educators a controlled learning environment for effective moderation and diagnosis of practice; (3) Simulation in Education for the current generation of students builds on previous embodied, gaming and immersive learning experiences where the interaction is true and realistic; and (4) Simulation technologies and micro-teaching combine to bridge the gap between graduate preparation and real-life application. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01