Learning to teach through a practicum-based microteaching model
S Zhang, Q Cheng - Action in Teacher Education, 2011 - Taylor & Francis
S Zhang, Q Cheng
Action in Teacher Education, 2011•Taylor & FrancisA practicum-based microteaching model was developed based on Grossman et al.'s
“approximations of practice.” This study introduced the model and examined how it created
opportunities for preservice teachers to learn to teach in a meaningful learning context.
Sixteen secondary preservice teachers participated in the study in Fall 2009. Results
indicated that the model provides preservice teachers with opportunities for interactive
learning practices, for rehearsal, revision, and retrial. It offers “manageable chunks” of …
“approximations of practice.” This study introduced the model and examined how it created
opportunities for preservice teachers to learn to teach in a meaningful learning context.
Sixteen secondary preservice teachers participated in the study in Fall 2009. Results
indicated that the model provides preservice teachers with opportunities for interactive
learning practices, for rehearsal, revision, and retrial. It offers “manageable chunks” of …
A practicum-based microteaching model was developed based on Grossman et al.'s “approximations of practice.” This study introduced the model and examined how it created opportunities for preservice teachers to learn to teach in a meaningful learning context. Sixteen secondary preservice teachers participated in the study in Fall 2009. Results indicated that the model provides preservice teachers with opportunities for interactive learning practices, for rehearsal, revision, and retrial. It offers “manageable chunks” of professional practices and has potential to align the methods courses with preservice teachers' field experiences from a less complete and authentic situation switching to a more complete and authentic situation.
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