Micro-teaching 2.0: Technology as the classroom

Abstract

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.

Simulation in Higher Education: Choice, Challenges and Changing Practice

“…Practicums have traditionally provided the 'learning experiences' in which PSTs can practice the complex role of 'being a teacher'. However, recent focus on core elements that constitute teaching effectiveness involve practice architects [10], pedagogies of enactment [37] productive pedagogies; and Quality Teaching Rounds [38]. These programs highlight the need to role-play, evaluate and refine practice based on feedback.…”

“…It shows there is a positive relationship between SBE and learning outcomes and evidence using simulation results in individual satisfaction, self-reported increased knowledge and improved performance [39]. It is an effective technological tool for developing the art and science of teaching [38]. Simulation affords PSTs increased selfefficacy, improved skills, targeted practice, analytical reflections, controlled scenarios, evidence of performance [40] ,safe learning environments and Moreover, it can strengthen critical aspects of teacher preparation [38].…”

“…It is an effective technological tool for developing the art and science of teaching [38]. Simulation affords PSTs increased selfefficacy, improved skills, targeted practice, analytical reflections, controlled scenarios, evidence of performance [40] ,safe learning environments and Moreover, it can strengthen critical aspects of teacher preparation [38].…”

“…Murdoch University introduced Microteaching 2.0 within its ITE program. It combines traditional micro-teaching practices with current mixed-reality human in the loop technologies and has resulted in measurable improvement in self-efficacy and performance of its students [38]. It may offer a solution to making simulations more sustainable and lift it out of what could be considered Gartner's trough of disillusionment.…”

Resilience Building for Pre-service Teachers: BRiTE, Micro-Teaching and Augmented Reality/Simulation (BRiTE-AR)

“…Providing time and space for PSTs to be confronted with challenging and demanding incidences is unique in ITE programs. This study offers critical learning incidences and authentic simulated learning experiences as an approach to develop the resilience and self-efficacy of PSTs for the changing and challenging contexts they face as graduates (Ledger and Fischetti 2020).…”