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ERIC Number: EJ1016503
Record Type: Journal
Publication Date: 2013
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1812-9129
Extreme-Teaching-2 (XT [superscript]2): Evaluation of an Innovative Semester-Long Intensive GTA Training Program Based on Microteaching
Santandreu Calonge, David; Mark, Kai-Pan; Chiu, P. H. Patrio; Thadani, Dimple R.; Pun, Cecilia F. K.
International Journal of Teaching and Learning in Higher Education, v25 n1 p129-143 2013
Microteaching techniques have been used for teacher training since the mid 1960s. Despite its usefulness, as affirmed by pre-service teachers, in-service teachers, and graduate teaching assistants (GTAs), there are numerous criticisms on the shortcomings of microteaching activities. Specifically, it (a) oversimplifies the classroom learning and teaching nature, (b) encourages skill modelling on one or only few technique(s) demonstrated during training sessions, (c) involves costly human and technical resources for implementation, and most critically, (d) fails to provide instant and reusable feedback to improve classroom teaching skills. Addressing the inadequacies of traditional microteaching practice, this paper proposes an Extreme-Teaching-2 (XT[superscript 2]) framework based on the computer science literature. Originating from Extreme Programming (XP) methodology, XT[superscript 2] preserves the agility on teaching-feedback-teaching cycles with heavy peer and instructor involvement. With strong technological support, XT[superscript 2] allows specific, personalized, incremental, and constructive formative feedback to be given by peers and instructors during and after two classroom observation sessions. Through the XT[superscript 2] framework, teacher candidates are able to reuse feedback instantly (feedforward) and rapidly improve (a) confidence in identifying their weaknesses and strengths, (b) and their facilitating skills, while the administrative workload on instructors is significantly reduced.
International Society for Exploring Teaching and Learning. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; Hong Kong
Grant or Contract Numbers: N/A