Preservice Teachers' Reflectivity on the Sequence and Consequences of Teaching Actions in a Microteaching Experience

By Funmi A. Amobi. 2005

172 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/504a64d31a0040853f13f1c63246718890756e47

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Citations in the corpus

The Gradual Increase of Responsibility Model: Coaching for Teacher Change (2012, background): “Coaching provided and supported discussion, reflection, and observed and enacted experiences, events that have been shown to improve teachers’ instructional decision making (Amobi, 2005; Dechert, 2007; Dunston, 2007; Risko et al., 2009; Wilhelm et al., 2001).”
Microteaching and pre-service teachers’ sense of self-efficacy in teaching (2014, background): “…teachers can become more efficient in planning and applying teaching activities and methods because many of the factors that affect teaching can easily be manipulated in microteaching training (Allen and Ryan 1969; Amobi 2005; Fernandez and Robinson 2006; Hawkey 1995; Kpanja 2001; Wilkinson 1996).”
Advancing towards a Transformational Professional Competence Model through Reflective Learning and Sustainability: The Case of Mathematics Teacher Education (2019, methodology): “For the analysis, MediaNotes was used, which is a software-based video annotation system [49] that allows users to upload, tag, and annotate segments of the video.”
The use of expanded microteaching for reducing pre- service teachers' teaching anxiety about mathematics (2009, unknown): “Today, numerous teacher education programs adopted this technique (Butler, 2001; Benton-Kupper, 2001; Amobi, 2005; Harrison, 2005; Lee and Wu, 2006; Bell, 2007).”
Exploring authenticity of microteaching in pre-service teacher education programmes (2011, background): “Nowadays in many teacher education progrrammes, the use of microteaching has expanded from its original focus of helping pre-service teachers to master discrete teaching skills, to giving them the complete teaching experience and orienting them to teach in the natural classroom during field experien”
Student Teachers‟ Microteaching Experiences in a Preservice English Teacher Education Program (2011, methodology): “Recently, many pre-service teacher education programs have introduced the microteaching component in order to orient prospective teachers and provide them with practical teaching experiences (Fernandez, 2010; Bell, 2007; Amobi, 2005).”
Cognitive Load and Classroom Teaching: The Double-Edged Sword of Automaticity (2007, background): “Current applications of the approach also involve extended candidate reflections on their experiences (Amobi, 2005).”