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ERIC Number: EJ1249004
Record Type: Journal
Publication Date: 2020
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1449-5554
EISSN: N/A
Micro-Teaching 2.0: Technology as the Classroom
Ledger, Susan; Fischetti, John
Australasian Journal of Educational Technology, v36 n1 p37-54 2020
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.
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
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: Australia
Grant or Contract Numbers: N/A