Microteaching versus Conventional Methods Training Elementary Intern Teachers 1

Kallenbach, Warren; Gall, Meredith D.

doi:10.1080/00220671.1969.10883958

Cited by 40 publications

(11 citation statements)

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“…These pedagogies have a long history in teacher education, from microteaching (Kallenbach & Gall, 1969) to the more recent content-specific rehearsals of instructional activities (Lampert & Graziani, 2009). Numerous teacher educators have worked to be mindful and move beyond traditional university learning activities.…”

Section: Acquire-apply Pedagogymentioning

confidence: 99%

Developing pedagogical judgment in novice teachers: mediated field experience as a pedagogy for teacher education

Horn

Campbell

2015

Pedagogies: An International Journal

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A common critique of teacher education centres on the gap between coursework and schools, with ample evidence that novice teachers seldom bring ambitious forms of instruction into classroom placements. We describe a 6-year design experiment conducted in a university teacher education program secondary mathematics methods course focused squarely on this issue. Using the framework of hybridity, or the merging of two contexts to make a third that has elements of the originals, we developed a pedagogy we call the mediated field experience (MFE). We present our design framework and describe the MFE cycle, where novices learned a concept in course activities, followed by guided classroom observations and facilitated debriefs with partner teachers. We highlight how this pedagogy facilitated connections across coursework and classrooms through narrative cases of novices' learning. We argue that their learning provided the basis for a complex form of teacher thinking, pedagogical judgment. This article offers a proof-of-concept argument that teacher education can support novices' learning in the service of ambitious practice.

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Section: Acquire-apply Pedagogymentioning

confidence: 99%

Developing pedagogical judgment in novice teachers: mediated field experience as a pedagogy for teacher education

Horn

Campbell

2015

Pedagogies: An International Journal

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“…This technique has also been shown to be effective in teaching students and teachers in medical schools 26,27. Compared to conventional training, microteaching has been proven to be effective in terms of long-term retention of learning, consuming much less time, and minimal logistic issues 12,24. Some other studies have also shown that apart from immediate effect posttraining, microteaching has been shown to demonstrate long-term retention of learned behaviors 13,28…”

Section: Discussionmentioning

confidence: 99%

“…In the health sector, use of audiovisual aid has been known to enhance the transfer of skills efficiently in neonatal resuscitation training programs in rural hospitals 11. Studies have demonstrated the effectiveness of microteaching as an effective training strategy compared to conventional training methods in only a fifth of the time and with fewer administrative problems 12. In another study, participants reported using many of the training techniques in their teaching program a year later thus showing long-term retention of microteaching sessions 13…”

Section: Introductionmentioning

confidence: 99%

Improving quality of home-based postnatal care by microteaching of multipurpose workers in rural and urban slum areas of Chandigarh, India: a pilot study

Gupta

Tripathy

Jamir

et al. 2016

AMEP

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BackgroundMicroteaching is an efficient teaching tool to improve skills. Until now, its use is very limited in the health sector. A pilot study was carried out to improve the quality of home-based postnatal care by microteaching of health workers (HWs) and ascertain its feasibility for supportive supervision.MethodsAll (n=12) the HWs catering to a population of ~0.1 million were video recorded while performing home-based postnatal check up in Chandigarh from August 2013 to December 2014. After each round, HWs were shown their videos and trained in the facility and at home. Video recordings, assessments followed by training, continued until HWs acquired the intended skills. A pretested structured checklist based on the national home-based postnatal care guidelines was used for recording and assessing of postnatal skills. A score “0” given for no task, “1” for incorrectly done or partially done task, and “2” for correct task. The average score of each round was calculated and compared.ResultsThe overall skill assessment score improved from 0.64 to 1.76, newborn examination skill from 0.52 to 1.63, maternal examination from 0.54 to 1.62, and counseling from 1.01 to 1.85 after three rounds of video recording. The proportion of HWs carrying a thermometer increased from 21% to 100%. Second and third rounds of video recording and microteaching were successfully carried out by the program supervisors.ConclusionThis was the first study to report on the effective use of microteaching in improving home-based postnatal care skills of the health care workers and its feasibility for supportive supervision.

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“…This, although seeming a minor point, may account for some research evidence which doubts the value of the technique. For example, Kallenbach and Gall (1969) found that the use of microteaching in pre-service teacher training programs did not result in significantly higher ratings of teacher effectiveness than conventional means, but it did prove more economical in time and money.…”

Section: General Description Of Microteachingmentioning

confidence: 96%

A Selective Survey of Microteaching

McAleese

Unwin

1971

Programmed Learning and Educational Technology

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The term " microteaching" has been quoted in a variety of contexts, but is most often applied to the use of closed circuit television to give immediate feedback of a trainee teacher's performance in a simplified environment. Among advantages claimed are the controlled and structured nature of the format, an economy of time and effort and an improved research and evaluation facility. There is evidence that microteaching produces measurable changes in teacher behaviour, and that beneficial results can be obtained with various paradigms. The role of the supervisor is examined: this is clearly different from the traditional function of the teaching practice supervisor, and it is postulated that self-evaluation is quite feasible. Modelling or demonstration teaching is briefly discussed, followed by an appraisal of evaluation instruments and the effectiveness of video tape feedback. In the final section suggestions are made concerning areas in need of research.

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Microteaching versus Conventional Methods Training Elementary Intern Teachers 1

Cited by 40 publications

References 1 publication

Developing pedagogical judgment in novice teachers: mediated field experience as a pedagogy for teacher education

Developing pedagogical judgment in novice teachers: mediated field experience as a pedagogy for teacher education

Improving quality of home-based postnatal care by microteaching of multipurpose workers in rural and urban slum areas of Chandigarh, India: a pilot study

A Selective Survey of Microteaching

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