An interdisciplinary analysis of microteaching evaluation forms: how peer feedback forms shape what constitutes “good teaching”

Kloet, Marie Annette Vander; Chugh, Brige

doi:10.1080/13803611.2012.704171

Cited by 5 publications

(4 citation statements)

References 15 publications

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“…Subramaniam [15] stressed that the theoryto-practice attributes need to be emphasised by course instructors, and the analytical framework, which sets goals for the microteaching activity, also needs to integrate theories of teaching. In a study by Vander Kloet and Chugh, [16] elements of effective teaching were quantified, and the frequency of occurrence of each element could be calculated during a microteaching activity. These elements included the demonstration of material, preparation and involvement of the learner, as well as a review and summary of the material.…”

Section: Introductionmentioning

confidence: 99%

“…A qualitative analysis of themes to be considered in what constitutes 'good teaching' includes speech patterns, eye contact, mannerisms and gestures. [16] Kuswandono [17] reported on the implementation of reflective practice during microteaching activities by asking participants guided questions that included the following: '(i) What was the most important thing you learned during the class? ; (ii) What was something you already knew or had learned but it was reinforced?…”

Section: Introductionmentioning

confidence: 99%

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A critical reflection by participants on microteaching as a learning experience for newly appointed health professions educators

Kridiotis¹,

Wyk²

2019

AJHPE

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Newly appointed health professions educators in the Faculty of Health Sciences (FoHS), University of the Free State (UFS), Bloemfontein, South Africa, are given the opportunity to participate in an orientation programme. The programme is specifically designed for educators in the health professions, in line with international trends, [1] and serves to inform educators of their specialised role in training students in the FoHS. Changes in health and higher education legislation in 1997 [2,3] influenced the role of the medical educator, required new approaches to medical education and proposed that the educator should be both developed and empowered. [4] While it is acknowledged that some newly appointed academic staff members might have teaching experience and/or have had prior educational training, [5] research conducted at the UFS Centre for Teaching and Learning [6] indicated that a critical developmental area identified by educators was 'the ability to engage with students' in lectures. The introduction of a microteaching activity on the final day of the orientation programme was considered to be a suitable developmental tool. Microteaching activities are regarded as providing an environment for teachers to improve their teaching skills and giving them the opportunity to reflect on feedback. [7] Background. A microteaching experience was introduced into an orientation programme for newly appointed health professions educators. Objective. To ascertain whether the participants experienced improved confidence in their lecturing ability after the microteaching experience. Methods. The activity was evaluated by other participants and experts in education by means of a rubric. It was also video-taped to allow for future self-evaluation. Participants' reflections were documented by means of a qualitative questionnaire, with specific criteria designed by the Division Health Sciences Education, University of the Free State, Bloemfontein, South Africa. Results. Newly appointed educators reflected that the prospect of participating in the microteaching activity initially made them feel apprehensive in terms of 'being evaluated'. Once they had completed the activity, they reported that it had been very useful to obtain feedback from peers and expert educators. Collegial relationships in this cohort were strengthened by learning from peers. Conclusions. Health professions educators found that being evaluated in microteaching was valuable, as they subsequently felt more confident as lecturers and also more competent to implement newly acquired teaching skills.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A critical reflection by participants on microteaching as a learning experience for newly appointed health professions educators

Kridiotis¹,

Wyk²

2019

AJHPE

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“…In recent years, the nature of teacher learning has become a major research area in Teacher Education (TE) with an emphasis on the role of reflection (Korthagen, 2004;Larrivee, 2008). This shift to the role of reflection within the process of learning to teach has led many researchers to look more closely at the structure and function of instructional approaches which are prevalent in most TE programmes, with a host of research carried out on the practice of microteaching (Orlova, 2009;Fernandez, 2010;Sen, 2010;Ahmed Ismail, 2011;Kuter, Gazi & Aksal, 2012;Kloet & Chugh, 2012).…”

Section: Introductionmentioning

confidence: 99%

Video-Mediated Microteaching – A Stimulus for Reflection and Teacher Growth

Kourieos¹

2016

AJTE

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“…This practice obscures who will easily be able to take up the role of the organized, creative, approachable, dynamic and scholarly teacher (see Vander Kloet & Chugh, 2012). Our programming suggests that there is a "normal" teaching assistant -this risks flattening out differences between teaching assistants and limits the extent to which teaching and learning centres can effectively support teaching assistants in their professional and pedagogical development.…”

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confidence: 99%

Accessibility in Teaching Assistant Training: A Critical Review of Programming from Ontario’s Teaching and Learning Centres

Kloet¹

2015

cjsotl-rcacea

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It is increasingly understood that university education must be accessible to persons with disabilities. The responsibility to make the university accessible is arguably shared by all of us and yet, the extent to which it has become fully accessible is certainly suspect. By undertaking qualitative, discursive analysis of websites, online texts and other materials provided by Ontario’s teaching and learning centres, this paper seeks to do two things. First, it provides a critical overview of the types of training currently available at Ontario universities for teaching assistants on accessibility and teaching. This review will outline initiatives directed towards compliance with Accessibility for Ontarians with Disabilities Act (AODA) requirements, those focused on education and advocacy (as well as areas of overlap) and broader equity training which encompasses accessibility. Second, this paper, considering the content of the reviewed material and informed by critical disability studies, offers up an articulation of future directions for research, writing, advocacy, and training on teaching assistant development on accessible teaching. Il est de plus en plus accepté que l’éducation universitaire doit être accessible aux personnes handicapées. Certes, la responsabilité de rendre l’université accessible est partagée par tous et pourtant, la mesure dans laquelle celle-ci est devenue totalement accessible est sans nul doute suspecte. Après avoir entrepris des analyses qualitatives et discursives de sites web, de textes en ligne et d’autres documents fournis par des centres d’enseignement et d’apprentissage de l’Ontario, on cherche dans cet article à accomplir deux choses. Tout d’abord, l’article présente un aperçu critique des types de formation disponibles à l’heure actuelle dans les universités de l’Ontario à l’intention des enseignants auxiliaires sur l’accessibilité et l’enseignement. Cet examen va décrire les initiatives mises en place en vue de répondre aux exigences de la Loi sur l’accessibilité pour les Ontariens handicapés, ainsi que celles qui se concentrent sur l’éducation et la promotion des intérêts (et sur des domaines qui se chevauchent) et celles qui se rapportent à une formation plus vaste sur l’équité qui englobe l’accessibilité. Ensuite, prenant en considération le contenu des documents examinés et des études critiques sur la situation des personnes handicapées, l’article offre des propositions de directions futures pour la recherche, la rédaction, la promotion des intérêts et la formation en vue du développement professionnel des enseignants auxiliaires en matière d’enseignement accessible.

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An interdisciplinary analysis of microteaching evaluation forms: how peer feedback forms shape what constitutes “good teaching”

Cited by 5 publications

References 15 publications

A critical reflection by participants on microteaching as a learning experience for newly appointed health professions educators

A critical reflection by participants on microteaching as a learning experience for newly appointed health professions educators

Video-Mediated Microteaching – A Stimulus for Reflection and Teacher Growth

Accessibility in Teaching Assistant Training: A Critical Review of Programming from Ontario’s Teaching and Learning Centres

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