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ERIC Number: EJ854876
Record Type: Journal
Publication Date: 2009-Jan
Pages: 8
Abstractor: As Provided
Reference Count: 20
ISSN: ISSN-1527-9316
Implementing on-Campus Microteaching to Elicit Preservice Teachers' Reflection on Teaching Actions: Fresh Perspective on an Established Practice
Amobi, Funmi A.; Irwin, Leslie
Journal of the Scholarship of Teaching and Learning, v9 n1 p27-34 Jan 2009
This article calls for renewed emphasis on the use of on-campus microteaching to facilitate simultaneously preservice teachers' performance of effective teaching skills and their capability to reflect meaningfully on their emergent teaching actions. In making a case for greater focus on the implementation of microteaching in preservice teacher preparation, the authors: (a) acknowledged the pioneering role of field-based experiences as the context for the studies that identified different types and levels of teacher reflection, (b) pointed out the limitations of field-based experiences for inculcating reflective teaching practices in neophytes, (c) described the characteristics of on-campus microteaching as a powerful tool for helping preservice teachers develop the skills of effective and reflective teaching, and (d) delineated the unique elements of promising practices of using on-campus microteaching to promote effective and reflective teaching.
Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A