The Microteaching Experience: Student Perspectives

By Jodi Benton-Kupper. 2001

150 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5073c2b98f4b1d42e5c3e25bc77562201073d753

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Citations in the corpus

Using microteaching to enhance teacher efficacy in pre‐service teachers (2010, result): “Results from previous studies (Benton-Kupper, 2001; Borg, Kallenbach, Morris, & Friebel, 1969; Fernandez & Robinson, 2006; Subramaniam, 2006; Yeany, 1978), point out that pre-service teachers need to be prepared with information about the reasons for doing a microteaching session and that they need…”
Investigating how and what prospective teachers learn through microteaching lesson study (2010, background): “), as are often the case for microteaching (Benton-Kupper, 2001; Cruickshank & Metcalf, 1990; Grossman, 2005).”
The use of expanded microteaching for reducing pre- service teachers' teaching anxiety about mathematics (2009, methodology): “Microteaching, a valuable instructional tool for preservice teacher education programs, is more effective than traditional teaching, if the required equipment and atomsphere are provided (Akalin, 2005; Benton-Kupper, 2001).”
Microteaching and pre-service teachers’ sense of self-efficacy in teaching (2014, background): “Furthermore, there are studies which have examined the effects of microteaching on pre-service teachers’ teaching skills (Fernández 2010; Fernandez and Robinson 2006; Kpanja 2001; Wilkinson 1996), self-efficacy beliefs, fears and concerns in teaching (Benton-Kupper 2001; Mergler and Tangen 2010; Pek”
The Effects of Microteaching on the Critical Thinking Dispositions of Pre-service Teachers (2015, background): “The findings of studies on microteaching show that microteaching is effective in increasing planning, implementing teaching self-efficacy beliefs and reducing the teaching anxiety of pre-service teachers (Bell, 2007; Benton-Kupper, 2001; Huber & Ward, 2001; Mergler & Tangen, 2010; Peker, 2009).”
Preservice Teachers' Reflectivity on the Sequence and Consequences of Teaching Actions in a Microteaching Experience (2005, background): “…are a viable vehicle for meeting the desired goals of preparing preservice teachers to become effective and reflective teachers (Cruickshank, 1985; Cruickshank et al., 1996; Cruickshank & Metcalf, 1993; Metcalf, 1993; Metcalf, Ronen Hammer & Kahlich, 1996; Benton-Kupper, 2001; Vare, 1994).”
Student Teachers‟ Microteaching Experiences in a Preservice English Teacher Education Program (2011, methodology): “…a worthwhile learning experience because it helped them bridge the gap between theory and practice, learn collaboratively, develop self-reflective strategies and appreciate colleagues‟ feedback (Britton and Anderson, 2010; Amobi and Irwin, 2009; Fernandez and Robinson, 2007; Benton-Kupper, 2001).”