Relevant bibliographies by topics / Micro-teaching

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Micro-teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 April 2022

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Journal articles on the topic "Micro-teaching"

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Otsupius, IA. "Micro-Teaching: A Technique for Effective Teaching." African Research Review 8, no. 4 (November 26, 2014): 183. http://dx.doi.org/10.4314/afrrev.v8i4.15.

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Cai, Minjun, Doudou Li, and Xiaotao Li. "Application Research of “Micro Lecture” Based on “Shadow Teaching”." International Journal of Information and Education Technology 6, no. 12 (2016): 976–79. http://dx.doi.org/10.7763/ijiet.2016.v6.828.

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Muluk, Safrul, Habiburrahim Habiburrahim, and Ardiansyah Ardiansyah. "MICRO TEACHING COURSE: Does it affect students' teaching ability?" Englisia: Journal of language, education, and humanities 7, no. 2 (July 2, 2020): 150. http://dx.doi.org/10.22373/ej.v7i2.6712.

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This explanatory quantitative study aimed to identify the correlation between the students’ Micro Teaching and Field Pre-Service Teaching courses. The population of the study was the students of English Education Department of the Faculty of Education and Teacher Training Universitas Islam Negeri (UIN) Ar-Raniry, Banda Aceh, Aceh, Indonesia, who had taken micro-teaching class and had conducted field pre-service teaching, a total of 141 students. Then, 43 students were selected as the sample of this study. Data came from these students’ scores in Micro Teaching class and in Field Pre-Service Teaching. The data were analyzed by using Pearson Product Moment with the SPSS 16.0. The findings indicated that there was no significant correlation between micro-teaching and field pre-service teaching (p-value = .196; p>.05). In addition, the strength level of the Pearson correlation coefficient between the two variables was negative and weak (r = -0.201). It can be interpreted that the students’ teaching ability was not dependent upon their micro-teaching scores.
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Cubukcu, Feryal. "Congruence and dissonance between micro-teaching and macro- teaching." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 326–29. http://dx.doi.org/10.1016/j.sbspro.2010.03.019.

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Hembram, Bhadab. "MICRO TEACHING: A WAY TO BUILD UP TEACHING SKILLS." SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES 9, no. 66 (March 25, 2021): 15401–13. http://dx.doi.org/10.21922/srjis.v9i66.6835.

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Microteaching, a teacher training technique currently practiced worldwide, provides teachers an opportunity to perk up their teaching skills by improving the various simple tasks called teaching skills. With the proven success among the novice and seniors, microteaching helps to promote real-time teaching experiences. The core skills of microteaching such as presentation and reinforcement skills help the novice teachers to learn the art of teaching at ease and to the maximum extent. The impact of this technique has been widely seen in various forms of education such as health sciences, engineering sciences, and other areas. With the emerging changes in the education sector and the academic ills in the country, the role of teachers envisages the need for this special training of teachers and monitoring of their skills for their continued efficient performance at any stage. This article aims to emphasize the need for using microteaching techniques more frequently and efficiently with maximum available facilities and the impact of microteaching on teachers' education. A systematic literature search of research articles and reviews was undertaken from various educational databases.
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Sitorus, Masniar Hernawati. "Analisis Pelaksanaan Micro Teaching di Institut Agama Kristen Negeri (IAKN) Tarutung 2019." Jurnal Christian Humaniora 4, no. 2 (November 27, 2020): 89–100. http://dx.doi.org/10.46965/jch.v4i2.4.

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Penelitian ini bertujuan untuk mengetahui pelaksanaan pembelajaran micro teaching pada prodi Pendidikan Agama Kristen di IAKN Tarutung 2019. Metode yang digunakan dalam penelitian ini adalah metode deskriptif. Hasil analisis : 1) Persentase Pelaksanaan Micro Teaching di Institut Agama Kristen Negeri (IAKN) Tarutung 2019 secara umum adalah 53,38% mahasiswa selalu melaksanakan kegiatan micro teaching, 37,06% sering melaksanaan micro teaching, 7,88% jarang melakukan kegiatan micro teaching dan 1,18% tidak pernah melaksanakan micro teaching. 2) Persentase pelaksanaan micro teaching jurusan PAK di IAKN Tarutung tahun 2019 per indikator : a) Indikator pengenalan (pemahaman) tentang konsep pengajaran micro diketahui bahwa 64,12% selalu diberi pengenalan (pemahaman) tentang konsep pengajaran micro pada pelaksanaan micro teaching, 25,88% sering diberi pengenalan (pemahaman) tentang konsep pengajaran micro teaching pada pelaksanaan praktek micro dari dosennya, 7,65% kadang-kadang (jarang) diberi pengenalan (pemahaman) tentang konsep pengajaran micro pada pelaksanaan praktek micro dari dosennya, 2,35% tidak pernah diberi pengenalan (pemahaman) tentang konsep pengajaran micro teaching pada pelaksanaan praktek micro oleh dosennya; b) Indikator penyajian model diketahui bahwa 62,35% selalu menyajikan model pembelajaran, 31,76% sering menyajikan model pembelajaran, 4,71% kadang-kadang (jarang) menyajikan model pembelajaran, 1,18% tidak pernah menyajikan model pembelajaran; c) Indikator persiapan/ perencanaan mengajar diketahui bahwa 44,71% dosen micro teaching selalu mempersiapkan/ merencanakan pembelajaran, 45,29% sering dosen micro teaching mempersiapkan/ merencanakan pembelajaran, 8,24% kadang-kadang (jarang) dosen micro teaching mempersiapkan/ merencanakan pembelajaran, 1,76% tidak pernah dosen micro teaching mempersiapkan/ merencanakan pembelajaran; d) Indikator praktek mengajar diketahui bahwa 52,35% selalu dosen menyuruh dan mendampingi mahasiswa jurusan PAK melakukan praktek micro teaching di kelas, 36,47% sering dosen mendampingi mahasiswa melakukan praktek micro teaching di kelas, 10,59% kadang-kadang (jarang) dosen menyuruh dan mendampingi mahasiswa melakukan praktek micro teaching di kelas, 0,59% tidak pernah disuruh dan didampingi oleh dosen mahasiswa; e) Indikator diskusi/ feedback ketahui bahwa 45,88% selalu dosen melakukan diskusi/ feedback pada mahasiswa pada kegiatan praktek micro teaching, 45,88% sering melakukan diskusi/ feedback pada mahasiswa, 8,24% kadang-kadang (jarang) dosen melakukan diskusi/ feedback, 0,00% tidak pernah dosen melakukan diskusi/ feedback pada mahasiswa pada kegiatan praktek micro teaching. 3) Dari hasil uji hipotesa bahwa diketahui thitung = 6,410 ttabel 34-1,α=5% yaitu 1,684, dimana thitung ttabel yaitu 6,410 1,684. Hasil penelitian ini menyimpulkan bahwa analisis pelaksanaan micro teaching Jurusan Pendidikan Agama Kristen di IAKN Tarutung 2019 mencapai ≥ 75 % dari yang diharapkan. Dengan demikian Ho ditolak dan Ha diterima.Kata Kunci : micro teaching
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Siregar, Rini Kesuma. "Belajar Micro Teaching melalui Pembelajaran Daring." Ideas: Jurnal Pendidikan, Sosial, dan Budaya 7, no. 3 (August 19, 2021): 11. http://dx.doi.org/10.32884/ideas.v7i3.395.

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Micro teaching merupakan kegiatan mengajar yang dilakukan secara sederhana dan merupakan salah satu metode pembelajaran yang dapat meningkatkan kemampuan mengajar. Selain itu, mahasiswa juga dapat belajar berbagai macam metode mengajar bahasa Inggris. Adapun tujuan dari penelitian ini adalah untuk meningkatkan kemampuan belajar micro teaching mahasiswa melalui pembelajaran daring dengan menggunakan aplikasi Zoom. Metode penelitian yang digunakan adalah metode kualitatif deskriptif dengan melibatkan sebanyak 28 mahasiswa pada semester tiga. Data diperoleh melalui pembelajaran daring dan wawancara yang dilakukan melalui grup WhatsApp ataupun chat pribadi. Melalui pembelajaran micro teaching, mahasiswa dapat meningkatkan kemampuan mengajar melalui pembelajaran micro teaching, mahasiswa juga dapat menggunakan berbagai metode mengajar pada pembelajaran micro teaching, baik melalui Zoomataupun mengirimkan video presentasinya. Manfaat penelitian ini adalah sebagai langkah awal bagi mahasiswa untuk menjadi seorang guru atau pendidik karena telah memiliki ilmu dan kepercayaan diri agar nantinya ketika lulus dari Universtas Graha Nusantara para mahasiswa menjadi alumni yang pintar, penuh percaya diri, dan bertanggung jawab. Micro teaching is a simple teaching activity and is one of the learning methods that can improve teaching skills. Besides that, students can also learn various methods of teaching English. The purpose of this research is to improve students' micro teaching learning skills through online learning using the Zoom application. The research method used is descriptive qualitative method involving as many as 28 students in the third semester. The data was obtained through online learning and interviews conducted through WhatsApp groups or private chats. Through micro teaching learning, students can improve their teaching skills through micro teaching learning, students can also use various teaching methods in micro teaching learning, either via Zoom or sending video presentations. The benefit of this research is as a first step for students to become a teacher or educator because they already have knowledge and confidence so that later when they graduate from Graha Nusantara University the students become alumni who are smart, confident, and responsible.
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Zulfikar, Teuku, N. Nidawati, Siti Khasinah, and Indah Mayangsari. "Indonesian students’ perceived benefits of the micro-teaching course to their teaching internship." Indonesian Journal of Applied Linguistics 10, no. 1 (June 1, 2020): 242–50. http://dx.doi.org/10.17509/ijal.v10i1.25063.

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This study aims to explore student-teachers’ perceptions of the benefits of micro-teaching class they have attended to their teaching internship. It also seeks to identify the most and the least likely aspects of teaching which have been sufficiently covered in the micro-teaching course. The participants of this study were ten senior EFL students at a State Islamic University in Indonesia who have taken a micro-teaching class and teaching internship program. The data from interviews and students’ written narratives reveal that these students perceive the micro-teaching class to be sufficiently helpful in their teaching internship phase. These students developed their basic pedagogical skills. They become more confident; develop communication skills, and most importantly, the micro-teaching class has helped them develop questioning skills. However, students’ interviews and written narratives also indicate that management skills, such as classroom and time management, and skills to write lesson plan are the least likely aspect of teaching covered during the micro-teaching class, which then become obstacles for them during their teaching internship.
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马, 娟. "Developing of SPSS Teaching Micro-Videos." Advances in Social Sciences 07, no. 01 (2018): 96–100. http://dx.doi.org/10.12677/ass.2018.71017.

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Chaudhary, Nagendra, Shyam Kumar Mahato, Shatdal Chaudhary, and Bal Dev Bhatia. "Micro Teaching Skills for Health Professionals." Journal of Universal College of Medical Sciences 3, no. 1 (September 3, 2015): 60–64. http://dx.doi.org/10.3126/jucms.v3i1.13264.

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Microteaching, a teacher training technique, provides teachers an opportunity to develop their teaching skills by self- practice and self-criticism. It is not at all a teaching method rather than it is a device for skill practice. All health professionals should have proper teaching skills for transfer of their knowledge which can be acquired by microteaching sessions. This article focusses on the need for microteaching, the process and its advantages.INTRODUCTION: The art of teaching not only means a simple transfer of knowledge from one to other, instead, it is a complex process which facilitates and influences the process of learning. Medical professionals always feel that their education does not prepare them for teaching. Quality of a teacher is evaluated on how much the students can understand from his/her teaching. The classrooms cannot be used as a learning platform for acquiring primary teaching skills. Training of medical teachers in specific teaching skills is a major challenge in medical education programs. However, society's increasingly high expectations on health professionals demand that they be taught and trained effectively.The traditional medical teaching emphasizes on the transmission of factual knowledge and hence, the teachers are the main source of information. But, the conventional methods of medical teacher training are not adequate. So, the teaching objectives have now shifted to the student centered, measurable, achievable, relevant, and timely concept.Journal of Universal College of Medical Sciences Vol. 3, No. 1, 2015: 60-64
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Dissertations / Theses on the topic "Micro-teaching"

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Sepúlveda, Galdames Francisco. "Teaching listening micro-skills to enhance EFL listening comprehension." Tesis, Universidad de Chile, 2018. http://repositorio.uchile.cl/handle/2250/170118.

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Tesis para optar al grado de Magíster en Lingüística mención Lengua Inglesa
This thesis reports on a study focused on teaching listening micro-skills to EFL Chilean students. The present study aims to examine the effects of teaching listening micro-skills on EFL students´ listening comprehension performance. This study looks to give insights in the area of second language acquisition, as well as proposing a strategy for teaching listening comprehension through the use of listening micro-skills. The participants of this study were 26 high school students from a private school located in Peñalolén, Santiago de Chile. Participants were divided into two groups of 13 students. One of the groups was given awareness about listening micro-skills while the other did not receive any treatment. The treatment consisted of 10 sessions of teaching and practicing 10 listening micro-skills in order to enhance listening comprehension. Both groups were tested at the beginning and end of the research intervention. The data obtained from the participants’ tests was analyzed in order to determine the effects of teaching listening micro-skills on EFL learners’ listening comprehension.
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Wong, Sau-ngan, and 王秀銀. "The effectiveness of unit design of teaching micro-novelsthrough genre theory." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50179366.

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The ineffectiveness of language teaching, the declining level of language proficiency of students, and a lack of motivation to learn, have always been of great concern to the society and the education sector. With the implementation of the 334 New Senior Secondary School System, self-designed elective unit of Chinese Language curriculum is launched. It could eliminate the shackles of public examination pressure. Teachers can have a larger space to try to use different materials and teaching approaches. They can design and implement school-based curriculum based on the interests and abilities of students which could be beneficial to students. With this Chinese Language Curriculum Reform, the researcher has carried out a unit design teaching experimental study in which micro novels are used as teaching materials and genre theory is used to design pedagogy. The subjects of the study are the Form Five students of the researcher’s school. The students are divided into two groups, control group and experimental group. Students from the control group were taught with traditional teacher-centred pedagogy, while students from the experimental group were taught with a pedagogy which is based on genre theory. Through analyzing questionnaires and interviews for all students, and interviews for teachers involved, the researcher could find out the appropriateness of using micro novels as teaching materials. After implementing the new pedagogy, the researcher compared the micro novels written in pretest and posttest by students from the control and the experimental groups and recognized the effectiveness of this new pedagogy. The research results show that most of the students and all the teachers involved thought that micro novels are suitable Chinese Language teaching materials and are useful in improving students’ interest in learning Chinese language. According to comparative analysis of the students’ works, the performance of the experimental group students' in posttest is significantly better than that in the control group. The students being taught with the newly designed pedagogy have significantly higher writing ability than the students being taught with traditional pedagogy. Micro novels can meet the needs of the students, arouse students’ motivation, and also meet the requirements of the new Chinese Language Curriculum. They are ideal Chinese Language teaching materials. Furthermore, using genre theory to design pedagogy to teach micro novels enable students to systematically grasp the characteristics of micro novels. On the other hand, using explicit method to teach students the function, generic features, register and mode of micro novels could strengthen students’ stylistic awareness of micro novels. Besides, group discussion, joint construction and cooperative learning could help provide a scaffold for students to consolidate their learning. By using marking checklist for peer assessment, students could have immediate feedback and thus enhance their interest and ability in writing. In a nutshell, using micro novels as teaching materials could arouse the students’ interest in learning Chinese Language and reduce individual differences of motivation in learning. Using genre theory to design pedagogy could reduce the individual differences in students' abilities. Even students with low abilities can have great improvement. Both the new teaching materials and new pedagogy can meet the needs and reduce individual differences of the students. This is exactly the essence of school-based curriculum. 語文教學成效不理想，學生語文能力水平不斷下降與及缺乏學習的動機，一直以來都是社會和教育界極為關注的問題。 隨著三三四新學制新高中中國語文科課程的推行，尤其是選修「自擬單元」的出現，消除了師生在公開考試壓力的束縛，教師能有較大的空間嘗試使用不同的教材和教學處理方法，可根據學生的興趣和能力，設計及推行更切合學生需要的校本課程，讓學生有更多的得益。研究者嘗試配合中國語文科的課程改革，以微型小說為教材，以「文類教學理論」設計的教學法，進行單元教學設計實驗研究，並對教學結果進行研究分析，以了解新的教材和新的教學法的成效。 研究者以所任教學校中五級學生為研究對象，學生分為控制組和實驗組，控制組用傳統以教師為主導的一般小說教學法教授微型小說，而實驗組則採用根據「文類教學理論」設計的教學法。通過對全體學生的問卷調查和訪談，與及對任教老師的訪談，研究者得以了解「微型小說」作為教材的適切性，通過對控制組和實驗組在進行微型小說教學單元前後寫作的前測和後測作品比較分析，可了解新的教學法的成效。 研究結果顯示，絕大部分的學生和所有任教老師都認為微型小說是適合作為中國 語文科的教材，亦能提高學生學習中國語文的興趣。而通過學生作品比較分析可見，實驗組學生後測作品的表現都明顯優於控制組，且差異亦顯著，接受以「文類教學理論」設計的教學法教授微型小說的學生在寫作微型小說方面的能力明顯高於接受一般教學法的學生。 微型小說能符合學生的需求，能引起學生的學習動機，亦能符合新高中中國語文科課程的要求，是中國語文科理想的教材。而運用「文類教學理論」設計的教學法來教授「微型小說」，可以讓學生有系統地掌握微型小說的特點，在教學過程中，以明示式的方法教授「微型小說」的功能、文類結構、語域和語式等知識，可加強學生對微型小說的文體意識，此外使用小組討論、集體創作的合作學習形式，能在師生互動、生生互動的情況下，為學生提供支架，鞏固所學，使用評改量表、同輩互改的評改方式，能通過互動的模式，讓學生得到及時的回饋，提高寫作的興趣及能力，因此運用「文類教學理論」設計的教學法會較一般傳統的教學法更有成效。 總括而言，以「微型小說」作為教材，可提高學生學習中國語文的興趣，能減少學生學習動機的個別差異。運用「文類教學理論」設計的教學法，能讓學生有系統地掌握文類的特點，成效顯著，能減少學生能力的個別差異，即使低水平的學生也可有很大的進步，而無論新的教材和新的教學法都能切合學生的需要，能更有效地「照顧學生的個別差異」，這亦正是「校本課程」的精要所在。
published_or_final_version
Education
Doctoral
Doctor of Education
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Kelsay, Karla Lynn Fisher Robert L. Heyl Barbara Sherman. "The process of relfection [sic] in teaching as utilized by enablers a micro-ethnographic study of teachers of the gifted /." Normal, Ill. : Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8901465.

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Thesis (Ed. D.)--Illinois State University, 1988.
Title from title page screen, viewed Sept. 15, 2005. Dissertation Committee: Robert L. Fisher, Barbara S. Heyl (co-chairs), Paul J. Baker, John V. Godbold, Larry D. Kennedy. Includes bibliographical references (leaves 161-167) and abstract. Also available in print.
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Omolere, Okuntade Japhet. "An Exploration of Micro-Teaching skills with digital technology (cell phone) in B.ED Programmes at a Western Cape University." University of the Western Cape, 2020. http://hdl.handle.net/11394/7510.

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Philosophiae Doctor - PhD
Micro-teaching provides a framework for teachers’ professional development with emphasis on the teach and re-teach cycle as a practical procedure for the development of micro-teaching skills. One fundamental element in this teach and re-teach cycle is the use of digital technology tools as a recording device which may help aid the understanding and application of micro-teaching skills. This study explores micro-teaching skills with the use of digital technology (cell phone) in B.Ed. programmes at a Western Cape university. The study aims to merge the past and present strategies to initiate the development of a simple model to improve micro-teaching methodology using a simple and mostly available digital technology tool which can allow for self-evaluation and personal reflection. The study seeks to investigate how a digital technology, through a cell phone, can guide practical learning to support pre-service teachers in the micro-teaching presentation. The underpinning theories that frame this study were Vygotsky’s Socio-cultural Theory, Bandura’s Social Learning Theory and Mishra & Koehler’s Technological Pedagogical Content Knowledge (TPACK) Theory. These theories emphasize social interactions, modelling and the use of technological tools as a significant aspect of skills development. The combination of these theories informs the conceptually developed knowledge acquisition, knowledge construction and the implementation with technology (KACIT) model with the aim to encourage the construction and implementation of micro-teaching knowledge with available digital technology tools. The study employs a sequential explanatory design, using a case study approach, which draws on both quantitative and qualitative methods as sources of data collection. The quantitative procedure adopted video recording as a form of data collection, using a conceptually developed teaching skills rubric, with a three level Likert-scale rating. SPSS version 25 was used to get the aggregated descriptive statistical values of each teaching skill. The qualitative procedure employed unstructured interviews, lesson plan observation, and thematic and content analysis was used to interpret and analyse the interviews and lesson plans respectively. The sample size of this study is drawn from the B.Ed. students in the Faculty of Education at the University of the Western Cape (UWC). Two hundred and sixteen (216) participants were involved in the quantitative data collection phase, while the qualitative data collection phase consisted of twelve (12) participants for the focus group discussion, five (5) school-based supervisors, five (5) pre-service teachers and (5) five lesson plans from the students-portfolio documents. The findings attest to the general context of micro-teaching as a strategy for developing pre-service teachers‟ teaching skills. It further highlights the high theoretical knowledge levels of micro-teaching of the B.Ed. students, and the relative lack of practical knowledge of micro-teaching of the students. In addition, the findings reveal the high technological knowledge levels of the participants and the need to deepen the professional knowledge of the B.Ed. students along the lines of authentic teaching experiences within the university environment. As part of the recommendations, the study emphasises the use of a digital video platform as a complementary strategy and as a form of reflective practice in micro-teaching presentations. Importantly, the study further recommends that the Minimum Requirements for Teacher Education Qualifications (MRTEQ) policy document, on the knowledge mixes for teaching competences in terms of the observation outcome, should be re-considered with a clear guideline for South African universities to have a uniform framework and a clear picture of its implementation.
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Reis, Priscila Camargo. "O onirismo ativo da libertação animal: contribuições para olhares não-especistas na Educação Ambiental." reponame:Repositório Institucional da FURG, 2013. http://repositorio.furg.br/handle/1/6087.

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Partindo-se de reflexões que envolvem a exploração animal com os três aspectos da ecologia e com o onirismo ativo vivenciado e propagado pelos defensores dos direitos animais, procurou-se criar dispositivos com micro-intervenções urbanas que foram realizadas em diversos espaços. Objetivou-se sensibilizar as pessoas através da Educação Estética para a condição que impomos aos demais animais. O trabalho apontou a importância do movimento de Libertação Animal para o contexto da Educação Ambiental, enquadrando-se nos estudos que relacionam ética, estética, saúde e educação. Buscou-se mostrar que a instrumentalização dos animais não-humanos perpassa por quase todas nossas atividades e não raras vezes, essas práticas estão igualmente associadas à exploração humana e ambiental. As intervenções foram capturadas em fotografia e filmagem e transformadas em um recurso áudio-visual. Procurou-se, desta forma, contribuir com a Educação Ambiental Não-Formal disponibilizando-se um material didático a ser utilizado enquanto fomentador de espaços de diálogo para problematizar a situação dos animais não-humanos e como ela também nos afeta, abrindo, assim, caminhos para que seja possível desenvolver uma Educação Ambiental com perspectiva da inclusão da consideração moral pelos animais. Esta pesquisa qualitativa apresenta cunho experimental e se propõe a ser produtora de reflexão a cerca do especismo e como ele se reflete em nosso corpus social, individual e educacional.
Beginning with reflections that involve animal exploitation with the three aspects of the ecology and the active oneirism lived and propagated by the animal rights defenders, we created urban micro interventions accomplished at many different places. Aiming to sensitize people through Aesthetic Education to impose the condition that the other animals this work indicated the contribution of Animal Liberation to the Environmental Education context. It is framed in studies that relate ethics, aesthetics, health and education. Search to show that the nonhuman- animals instrumentalization permeates almost all of our activities and not infrequently, these practices are also associated with human and environmental exploitation. The interventions were photographed and filmed and became an audio visual resource. This way, we intended to contribute to Non Formal Environmental Education providing an educational material to be used while developers forums for dialogue to discuss the plight of nonhuman animals and as it also affects us, thereby opening avenues to be able to develop an Environmental Education perspective with the inclusion of moral consideration for animals. This qualitative study presents experimental nature and aims to be producing the reflection about speceism and how it is reflected in our social, individual and educational corpus.
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Aubrey, Adele. "Investigating enquiry-based learning in higher education : dimensions, dissonances and power." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/investigating-enquirybased-learning-in-higher-education-dimensions-dissonances-and-power(a2b6d0ad-2d3c-4ca8-958f-fb341002addf).html.

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The purpose of the thesis is to explore excellence in Enquiry-Based Learning (EBL), its philosophical underpinnings, pedagogical implications and possibilities. How pedagogic devices can be used to encourage tutors' reflections on EBL, and is concerned with producing and sharing knowledge in relation facilitating student-centred teaching and learning practices. The study is in the tradition of practitioner research, where my role was that of an educational developer at the Centre for Excellence in Enquiry-based Learning. It is centred around the development of EBL models as pedagogic instruments to facilitate tutors' reflections on their practice. The thesis investigates how to facilitate the incorporation of more student-centred approaches into tutors' practice in a UK university through employing EBL models as a tool for reflection, how these models were introduced to tutors, and the findings from the process. A critical action research approach was undertaken for the educational development practitioner research journey. The primary methods of data collection consisted of interviews with students and tutors, and data obtained during individual reflections and group discussions in a series of workshops that involved tutors studying EBL models. Thirty-one tutors were involved in these workshops and interviews where they quantitatively and qualitatively explored multiple dimensions of teaching and learning. Content analysis of the results was conducted on the data with an emphasis on dilemma analysis to gain insights into tutors' decisions about their practice, and an empirical abductive strategy was employed to inform the development of new EBL models. In the course of the action research phases two new EBL models were iteratively developed informed by the literature and stakeholders. Finally, a new Student Involvement in Learning and Teaching Model was proposed, empirically abducted from student narratives derived from photo-elicited interviews. This Model constituted the development of a new conceptual framework for thinking about EBL within the context of broader teaching and learning practice. This study articulates new student involvement dimensions which conveyed the nature of power within the proximal processes of teaching and learning. The thesis contributes towards the practice of educational development by documenting both the process and outcomes of introducing EBL and learning and teaching models to tutors as reflective instruments, and by proposing a new perspective on excellence in EBL where student involvement is enhanced when reciprocal power relationships exist in the proximal processes between tutors and students. Tutor decisions were framed as a series of dilemmas created by external contextual influences (the University social micro, meso, exo and macro-systems); and internal factors (the tutors' personal force-resource characteristics) which affected tutors' reported actual and espoused ideal practice. The data demonstrated that most tutors espoused including more EBL, but they preferred an incremental change in their practice.
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Carvalho, Felipe de Araújo. "Natureza da ciencia no ensino básico : perspectivas, desafios e limitações imbricados em uma rede de ações." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/164905.

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O uso de elementos da Natureza da Ciência (NdC) nas salas de aula da Educação Básica é, cada vez mais, um objetivo presente na literatura especializada e nos documentos oficiais que regem a educação em seus diferentes níveis, em diversos países. Apesar do grande volume de pesquisas e esforços no sentido de oferecer subsídios teórico-epistemológicos aos professores, a NdC ainda não alcança os bancos escolares, mesmo entre aqueles professores que demonstram possuir concepções informadas referentes ao tema. Fundamentado nos referenciais epistemológico e metodológico de Bruno Latour, este trabalho propõe-se a (1) investigar as potencialidades do uso de microepisódios de ensino como estratégia didática em uma disciplina de História da Física e Epistemologia de um curso de Licenciatura em Física de uma universidade pública, no sentido de oferecer oportunidades para os estudantes – potenciais futuros professores – conceberem estratégias para a inserção da NdC em aulas de Física e (2) acompanhar esses mesmos estudantes por um período (cerca de um ano) após a conclusão da disciplina, no intuito de investigar suas impressões sobre o uso dos microepisódios de ensino, suas compreensões acerca a importância de abordar a NdC em sala de aula e os obstáculos que identificam a essa inserção. Através da análise de gravações das apresentações durante a disciplina e de entrevistas semiestruturadas, foi possível identificar que apesar de ser necessário oferecer situações práticas para que os futuros professores explorem formas de abordar a NdC nas salas de aula, os obstáculos não se resumem à dificuldade de instrumentalizar a discussão, mas também envolve fatores muito mais profundos, como a própria compreensão individual sobre a justificação do Ensino de Física na Educação Básica, o meio profissional no qual o professor está inserido e a possibilidade de retorno financeiro proporcionado pela docência. Tudo isso forma uma rede complexa que precisa ser melhor entendida para vislumbrar possíveis avanços.
Using the Nature of Science (NoS) in Basic Education classrooms is an objective increasingly present in the specialized literature and in the official documents that rule education at its different levels in many countries. Despite the great volume of researches and effort to offer theoretical-epistemological subsides for teachers, the NoS still does not reach the classroom, even among teachers that appear to have informed conceptions of the subject. Grounded on the epistemological and methodological references of Bruno Latour, this dissertation intends to (1) investigate the potentialities of the use of micro teaching episodes as a didactic strategy in a History of Physics and Epistemology subject from a Physics Education program from a public university, with the intent of offering opportunities for students - potential future teachers - to conceive didactic strategies to insert the NoS in the teaching of Physics and (2) follow the same students for a period (about an year) after the conclusion of the program for the purpose of investigating their impressions in regards of the use of the micro teaching episodes, their comprehensions of the importance of addressing the NoS in classes and the obstacles that they identify in this inclusion. Through an analysis of lecture recordings from the program and of semi structured interviews, it was possible to identify that in spite of offering practical situations in order for the future teachers to explore ways of approaching the NoS in class being necessary, the obstacles are not limited to the difficulty of instrumentalizing the discussion, but also involves deeper factors, such as the individual comprehension of the justification of Physics teaching in Basic Education itself, the professional environment in which the teacher is inserted and the financial return possibilities provided by teaching. All of these forms a complex network that needs to be better understood so that possible advances can be glimpsed.
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West, Tore, and Anna-Lena Rostvall. "Interaktion och kunskapsutveckling : en studie av frivillig musikundervisning." Doctoral thesis, Stockholms universitet, Centrum för musikpedagogisk forskning (MPC), 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-73704.

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In a joint dissertation project, 11 brass instrument and guitar lessons, with 4 teachers and 21 students aged 9-35 years, were videotaped, transcribed and ana­lyzed. Two were group lessons and 9 were private lessons. The object of the pro­ject was to study how music teaching and learning can be under­stood from an institutional perspective by describing, analyzing and in­terpreting musical in­strument lessons. The lessons were viewed as social encounters in which the action of participants creates and re-creates social orders at different institutional levels, by means of communication rou­tines using speech, music and gesture. Data were derived from micro-ethnographic transcriptions of speech, gesture and music of a total of five hours of videotape, supplemented by text analyses of 14 method-books. The transcripts were analyzed as text from the perspective of critical discourse analysis. At the analytical level the study applied the cognitive concepts of experiencing and learning music, as well as those of educational gen­res of speech and music use. The analyzed data were interpreted and discussed from the per­spectives of interaction-theory and institution-theory. The results show how the music during the lessons was broken down into sepa­rate notes, as read from the score. Music was not addressed as phrases, rhythms, or melodies. Expressive qualities of music performance were not ad­dressed. The characteristics of the interaction were found to be asymmetric, with the teacher being the one controlling the definition of the situation. Student at­tempts to take initiative were ignored by teachers. This asymmetric pattern of interaction had negative consequences for students’ as well as teachers’ opportu­nities to learn. The organization of the teaching situation as well as teaching methods is discussed from the perspective of institution-theory. A major conclu­sion is that the way instrument teaching is organized leaves little room for stu­dents and teachers to discuss and reflect on the teaching process.
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Ryan, A. "Adult learner strategies in foreign language grammar learning : A task-based study of approaches to the learning of grammatical structure in a micro-language, with a discussion of their implications for language teaching and materials." Thesis, University of Edinburgh, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375802.

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Evans, Robert Scott. "Development of a micro-fabrication laboratory section based upon micro-cantilever array fabrication and experiments." Thesis, Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/19989.

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Books on the topic "Micro-teaching"

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Ross, Catherine. Strategies for teaching assistant and international teaching assistant development: Beyond micro teaching. San Francisco: Jossey-Bass, 2007.

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Mark, June. Micro-geography of the number line: Teaching guide. Portsmouth, NH: firsthand/Heinemann, 2014.

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Krug, David A. Micro-mousetraps: Educational activities for teaching basic concepts and skills using computer graphics devices. Portland, OR: ASIEP Education Co., 1985.

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Sharma, V. Muralidhara. Saṃskr̥taśikṣakapraśikṣaṇe sūkṣmaśikṣaạm =: Micro-teaching in Sanskrit teacher training : hand book for Sanskrit teacher education. Sringeri, Karnataka: Copies can be had from V. Muralidhara Sharma, 1996.

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Ben, Bernanke, ed. Principles of economics. Boston, Mass: McGraw-Hill/Irwin, 2001.

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Taylor, Jane B. Micro-organisms and biotechnology. Walton-on-Thames, Surrey: Nelson, 1992.

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Mercado, Cesar M. Integrated macro-micro education planning. Diliman, Quezon City: Development Center for Asia Africa Pacific, 2008.

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Nonnon, Pierre. Laboratoire d'initiation aux sciences assisté par ordinateur. Montréal, Qué: Université de Montréal, Section Technologie éducationnelle, 1986.

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Holmes, Barry. The child, the teacher and the micro - using simulations in the classroom. St. Ives, Cambs: Cambridge Scholastic Services, 1985.

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S, Savas Emanuel, ed. Teaching children to use computers: A friendly guide. New York: Teachers College Press, 1985.

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Book chapters on the topic "Micro-teaching"

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García-Peñalvo, Francisco J., Ángel Fidalgo-Blanco, María Luisa Sein-Echaluce, and Miguel Ángel Conde. "Cooperative Micro Flip Teaching." In Lecture Notes in Computer Science, 14–24. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39483-1_2.

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Zhang, Weiwei. "Micro Teaching Online System Based on Teaching Information." In Advances in Intelligent Systems and Computing, 1494–98. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-33-4572-0_216.

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Minton, David. "Micro-lessons or Peer Group Teaching." In Teaching Skills in Further & Adult Education, 23–39. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-12278-3_5.

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Knoll, Joachim H. "Unterrichts-Mitschau, closed circuit, micro-teaching." In Handbuch der Medienpädagogik, 183–94. Wiesbaden: VS Verlag für Sozialwissenschaften, 1994. http://dx.doi.org/10.1007/978-3-322-89931-6_11.

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Fidalgo-Blanco, Ángel, María Luisa Sein-Echaluce, and Francisco J. García-Peñalvo. "Micro Flip Teaching with Collective Intelligence." In Learning and Collaboration Technologies. Design, Development and Technological Innovation, 400–415. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91743-6_30.

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Yang, Fang-yan. "Design of Traditional Teaching Method of Micro-teaching Based on Blended Learning." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 159–70. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63952-5_14.

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Mukwambo, Patience. "Micro perspectives on the quality of teaching and learning." In Quality in Higher Education as a Tool for Human Development, 87–114. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge studies in development and society: Routledge, 2019. http://dx.doi.org/10.4324/9780429490880-4.

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Mukwambo, Patience. "Micro-perspectives on the quality of teaching and learning." In Quality in Higher Education as a Tool for Human Development, 115–43. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge studies in development and society: Routledge, 2019. http://dx.doi.org/10.4324/9780429490880-5.

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Goldstein, Jerald, and Rahime Hicks. "How Micro-teaching Can Enhance Your Public Speaking Prowess." In Public Speaking, 353–68. .Description: New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315679709-13.

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Ballarin, Elena. "Insegnare (lessico del)le microlingue: specificità nell’insegnamento e nelle strategie didattiche." In Competenza lessicale e apprendimento dell’Italiano L2, 97–108. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-403-8.08.

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In the teaching of micro-languages, vocabulary teaching constitutes the main challenge for teachers. The ideal micro-language teacher should be a competent professional both in the discipline of specialization and in the corresponding micro-language. This type of teacher should be a graduate in languages with specialized training also in a different disciplinary sector, or a specialist with language and teacher training. In the Italian educational reality the micro-language teacher is (it is hoped) a graduate in languages - but not necessarily specialized in language teaching. The teacher-learner relationship is vitiated by a sense of imperfection due to the teacher's lack of training in the discipline concerned and the learner's lack of training in the language. This limit can be overcome in the teaching of scientific-professional micro-languages by means of a collaborative teaching model. The challenge becomes more difficult, when teaching disciplinary micro-languages, because learners do not have full mastery of the non-language discipline they are acquiring. This contribution aims to explore the specificities that arise when different didactic realities manifest critical aspects.
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Conference papers on the topic "Micro-teaching"

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Veses, Veronica, and Carolina Galiana. "Micro-Teaching and Micro-Feedback in Dentistry." In IN-RED 2019: V Congreso de Innovación Educativa y Docencia en Red. València: Editorial Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inred2019.2019.10457.

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Este proyecto permite conocer los conceptos que los alumnos perciben con mayor dificultad y establecer un micro-feedback con ellos mediante la realización de dos cuestionarios. Los alumnos pertenecen a segundo grado de Odontología (grupos nacional e internacional). Tras la realización de estos cuestionarios, concluimos que los alumnos tienen más dificultad de compresión en temas relacionados con los antibióticos y en la clasificación de los virus. Por este motivo, se realizaron como material de apoyo al aprendizaje, unas infografías y material audiovisual, grabado en el VideoLab, en castellano e inglés. Este material quedará a disposición de todo el alumnado en el siguiente curso académico.
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Zhang, Peng, and Xiuli Gou. "Teaching Interaction Design on Micro Video Teaching Resources." In 2016 2nd International Conference on Economics, Management Engineering and Education Technology (ICEMEET 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemeet-16.2017.211.

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G. Ross, Derek, Dan Card, and Goeff Gimse. "Teaching Design through Micro-Assignments." In SIGDOC '20: The 38th ACM International Conference on Design of Communication. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3380851.3416745.

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Meng, Jiaying, and Zhifan Wang. "Micro-learning in College English Teaching." In 2016 International Conference on Management Science and Innovative Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msie-16.2016.113.

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Wang, Ying. "Application of Micro Video Teaching Resources in College English Teaching." In 2016 5th International Conference on Social Science, Education and Humanities Research. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ssehr-16.2016.143.

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Marinskaya, Alexandra P. "Micro-Learning Efficiency For Foreign Language Teaching." In Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.02.85.

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Okyere. "Teaching circuit analysis with MICRO-CAP II." In Proceedings Frontiers in Education Conference. IEEE, 1989. http://dx.doi.org/10.1109/fie.1989.69390.

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Hofstetter, Christine, and James R. White. "Micro-ESR As A Laboratory Teaching Tool." In 2015 Conference on Laboratory Instruction Beyond the First Year. American Association of Physics Teachers, 2015. http://dx.doi.org/10.1119/bfy.2015.pr.010.

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Yuliani, Sri. "Multi Task of Micro Teaching Skills Performance." In Proceedings of the Sixth of International Conference on English Language and Teaching (ICOELT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icoelt-18.2019.22.

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Liu, Na. "Study on Application of Micro Class Teaching Model in College English Teaching." In 2017 7th International Conference on Education and Management (ICEM 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icem-17.2018.193.

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Reports on the topic "Micro-teaching"

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Berry, Barnett, and P. Ann Byrd. Micro-credentials and Education Policy in the United States: Recognizing Learning and Leadership for Our Nation's Teachers. Digital Promise, June 2019. http://dx.doi.org/10.51388/20.500.12265/104.

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This paper points to teaching policy issues that need to be addressed if micro-credentials are going to spur the transformation of professional learning that researchers call for and teachers seek. The paper also documents what a growing number of states and districts, as well as the nation's largest teachers' union, are doing with micro-credentials.
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