Video-Based Learning Helps Pre-Service Teachers Prepare for Practicum: An Australian University's Findings
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| Title: | Video-Based Learning Helps Pre-Service Teachers Prepare for Practicum: An Australian University's Findings |
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| Language: | English |
| Authors: | Bich Nguyen (ORCID |
| Source: | Issues in Educational Research. 2026 36(1):221-241. |
| Availability: | Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education Secondary Education |
| Descriptors: | Video Technology, Teaching Methods, Preservice Teachers, Foreign Countries, Practicums, Microteaching, Peer Relationship, Student Attitudes, Graduate Students, Secondary School Teachers, Preservice Teacher Education, Universities, Masters Programs, Online Courses, In Person Learning, Electronic Learning, Technology Uses in Education |
| Geographic Terms: | Australia |
| ISSN: | 0313-7155 1837-6290 |
| Abstract: | To boost pre-service teachers' (PSTs) classroom readiness and equip them with necessary tools to thrive on practicum, it is vital to supplement traditional theoretical training with innovative pedagogical approaches (Brandenburg et al., 2016). Exploring the impacts of video-based learning (VBL) to prepare PSTs for their first school placement, our study surveyed 102 PSTs' perceptions of the usefulness of microteaching videos delivered by high-performing peers. The findings indicated that the videos were particularly beneficial for online students and those from regional and remote communities who had limited opportunities to participate in face-to-face teaching demonstrations. The respondents reported learning new teaching ideas from their peers and improving their ability to notice engagement techniques, their awareness of verbal and non-verbal language and their capacity to reflect on effective and ineffective pedagogical choices. Most importantly, the participants felt it was beneficial to see "other newbies' strengths and weaknesses", which confirms observations that PSTs tend to be intimidated by videos featuring experienced teachers but are keen to view case studies of practice presented by their peers. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Access URL: | https://www.iier.org.au/iier36/nguyen-abs.html |
| Accession Number: | EJ1505640 |
| Database: | ERIC |
| Abstract: | To boost pre-service teachers' (PSTs) classroom readiness and equip them with necessary tools to thrive on practicum, it is vital to supplement traditional theoretical training with innovative pedagogical approaches (Brandenburg et al., 2016). Exploring the impacts of video-based learning (VBL) to prepare PSTs for their first school placement, our study surveyed 102 PSTs' perceptions of the usefulness of microteaching videos delivered by high-performing peers. The findings indicated that the videos were particularly beneficial for online students and those from regional and remote communities who had limited opportunities to participate in face-to-face teaching demonstrations. The respondents reported learning new teaching ideas from their peers and improving their ability to notice engagement techniques, their awareness of verbal and non-verbal language and their capacity to reflect on effective and ineffective pedagogical choices. Most importantly, the participants felt it was beneficial to see "other newbies' strengths and weaknesses", which confirms observations that PSTs tend to be intimidated by videos featuring experienced teachers but are keen to view case studies of practice presented by their peers. |
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| ISSN: | 0313-7155 1837-6290 |
