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Digital Makeover: What Do Pre-Service Teachers Learn from Microteaching Primary Science and How Does an Online Video Analysis Tool Enhance Learning?

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Title: Digital Makeover: What Do Pre-Service Teachers Learn from Microteaching Primary Science and How Does an Online Video Analysis Tool Enhance Learning?
Language: English
Authors: McCullagh, John F., Doherty, Andrea
Source: Teacher Education Advancement Network Journal. 2018 10(2):15-28.
Availability: University of Cumbria. LED Research Centre, Fusehill Street, Carlisle, Cumbria, England CA1 2HH. Tel: +44-1228-616338; Web site: http://ojs.cumbria.ac.uk/index.php/TEAN
Peer Reviewed: Y
Page Count: 14
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Preservice Teachers, Microteaching, Elementary School Science, Video Technology, Electronic Learning, Undergraduate Students, Feedback (Response), Teaching Methods, Preservice Teacher Education, Foreign Countries, Learning Activities, Student Attitudes
Geographic Terms: United Kingdom (Northern Ireland)
ISSN: 2054-5266
Abstract: This paper reports on pre-service teachers' experiences of using the web-based video analysis tool VideoAnt during microteaching seminars in primary science. Opportunities for pre-service teachers to observe and teach high quality primary science lessons during placement may be restricted by the focus on Numeracy and Literacy and recently reported decrease in the profile of science within the primary curriculum. This in turn will compromise the confidence and competence of future teachers with respect to teaching science. Within initial teacher education Microteaching continues to be used widely as a means of introducing the practice of teaching in a gradual and controlled manner. Data obtained from questionnaires and focus group interviews of 93 undergraduate students suggests that the online video analysis tool VideoAnt adds significant value to the learning resulting from each of the three features of microteaching; shortened lessons, video analysis and feedback. The majority of pre-service teachers enjoyed using the tool and reported that the experience had increased their levels of confidence in teaching primary science and that as a result they would now be better equipped to learn during the course of school placement. The findings may help address the challenge of achieving greater integration between the college-based and school-centred components of ITE programmes, and enhance pre-service teachers' experience of teaching in curricular areas such as primary science where the opportunity for practice during placement may be limited.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1268341
Database: ERIC
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  Data: University of Cumbria. LED Research Centre, Fusehill Street, Carlisle, Cumbria, England CA1 2HH. Tel: +44-1228-616338; Web site: http://ojs.cumbria.ac.uk/index.php/TEAN
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  Data: This paper reports on pre-service teachers' experiences of using the web-based video analysis tool VideoAnt during microteaching seminars in primary science. Opportunities for pre-service teachers to observe and teach high quality primary science lessons during placement may be restricted by the focus on Numeracy and Literacy and recently reported decrease in the profile of science within the primary curriculum. This in turn will compromise the confidence and competence of future teachers with respect to teaching science. Within initial teacher education Microteaching continues to be used widely as a means of introducing the practice of teaching in a gradual and controlled manner. Data obtained from questionnaires and focus group interviews of 93 undergraduate students suggests that the online video analysis tool VideoAnt adds significant value to the learning resulting from each of the three features of microteaching; shortened lessons, video analysis and feedback. The majority of pre-service teachers enjoyed using the tool and reported that the experience had increased their levels of confidence in teaching primary science and that as a result they would now be better equipped to learn during the course of school placement. The findings may help address the challenge of achieving greater integration between the college-based and school-centred components of ITE programmes, and enhance pre-service teachers' experience of teaching in curricular areas such as primary science where the opportunity for practice during placement may be limited.
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