(Download) "Preservice Teachers' Reflectivity on the Sequence and Consequences of Teaching Actions in a Microteaching Experience." by Teacher Education Quarterly ~ eBook PDF Kindle ePub Free
eBook details
- Title: Preservice Teachers' Reflectivity on the Sequence and Consequences of Teaching Actions in a Microteaching Experience.
- Author : Teacher Education Quarterly
- Release Date : January 01, 2005
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 234 KB
Description
Introduction Effective teaching and reflective teaching have long been acknowledged as desirable goals of teacher education programs. Several studies have demonstrated that on-campus clinical experiences are a viable vehicle for meeting the desired goals of preparing preservice teachers to become effective and reflective teachers (Cruickshank, 1985; Cruickshank et al., 1996; Cruickshank & Metcalf, 1993; Metcalf, 1993; Metcalf, Ronen Hammer & Kahlich, 1996; Benton-Kupper, 2001; Vare, 1994). One of the most widely used methods for providing on-campus clinical experience for preservice teachers is microteaching. Developed in the early 1960s at Stanford University, microteaching has evolved in some variation or another as the on-campus clinical experience method in "91% of teacher education programs" (Cruickshank et al., 1996, p.105). In its traditional form, microteaching is used to teach preservice teachers to master specific teaching skills. Nowadays in many teacher education programs, the use of microteaching has expanded from its original focus of helping preservice teachers to master discrete teaching skills, to giving them the complete teaching experience and orienting them to teach in the natural classroom during field experience. Two associated components are critical in the implementation of this on-campus clinical activity: videotaped micro lessons and feedback (Mills, 1991; Metcalf, 1993; Metcalf, et al. 1993; Cruickshank and Metcalf, 1993; Vare, 1994; Brent, Wheatley & Thomson. 1996; Benton-Kupper, 2001).