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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
Language: English
Authors: Bich Nguyen (ORCID 0009-0007-5107-1246), Kelly Ilich (ORCID 0000-0002-2566-751X)
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
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  Data: Video-Based Learning Helps Pre-Service Teachers Prepare for Practicum: An Australian University's Findings
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  Data: <searchLink fieldCode="AR" term="%22Bich+Nguyen%22">Bich Nguyen</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-5107-1246">0009-0007-5107-1246</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kelly+Ilich%22">Kelly Ilich</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2566-751X">0000-0002-2566-751X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Issues+in+Educational+Research%22"><i>Issues in Educational Research</i></searchLink>. 2026 36(1):221-241.
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  Data: 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
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  Data: 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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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 221
    Subjects:
      – SubjectFull: Video Technology
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Practicums
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      – SubjectFull: Microteaching
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      – SubjectFull: Peer Relationship
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Universities
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      – SubjectFull: Masters Programs
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      – SubjectFull: Online Courses
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      – SubjectFull: In Person Learning
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Australia
        Type: general
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      – TitleFull: Video-Based Learning Helps Pre-Service Teachers Prepare for Practicum: An Australian University's Findings
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