Digital Makeover: What Do Pre-Service Teachers Learn from Microteaching Primary Science and How Does an Online Video Analysis Tool Enhance Learning?

Autor/inn/en	McCullagh, John F.; Doherty, Andrea
Titel	Digital Makeover: What Do Pre-Service Teachers Learn from Microteaching Primary Science and How Does an Online Video Analysis Tool Enhance Learning?
Quelle	In: Teacher Education Advancement Network Journal, 10 (2018) 2, S.15-28 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2054-5266
Schlagwörter	Preservice Teachers; Microteaching; Elementary School Science; Video Technology; Electronic Learning; Undergraduate Students; Feedback (Response); Teaching Methods; Preservice Teacher Education; Foreign Countries; Learning Activities; Student Attitudes; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Ausland; Lernaktivität; Schülerverhalten
Abstract	This paper reports on pre-service teachers' experiences of using the web-based video analysis tool VideoAnt during microteaching seminars in primary science. Opportunities for pre-service teachers to observe and teach high quality primary science lessons during placement may be restricted by the focus on Numeracy and Literacy and recently reported decrease in the profile of science within the primary curriculum. This in turn will compromise the confidence and competence of future teachers with respect to teaching science. Within initial teacher education Microteaching continues to be used widely as a means of introducing the practice of teaching in a gradual and controlled manner. Data obtained from questionnaires and focus group interviews of 93 undergraduate students suggests that the online video analysis tool VideoAnt adds significant value to the learning resulting from each of the three features of microteaching; shortened lessons, video analysis and feedback. The majority of pre-service teachers enjoyed using the tool and reported that the experience had increased their levels of confidence in teaching primary science and that as a result they would now be better equipped to learn during the course of school placement. The findings may help address the challenge of achieving greater integration between the college-based and school-centred components of ITE programmes, and enhance pre-service teachers' experience of teaching in curricular areas such as primary science where the opportunity for practice during placement may be limited. (As Provided).
Anmerkungen	University of Cumbria. LED Research Centre, Fusehill Street, Carlisle, Cumbria, England CA1 2HH. Tel: +44-1228-616338; Web site: http://ojs.cumbria.ac.uk/index.php/TEAN
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01