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Self-Created YouTube Recordings of Microteachings: Their Effects upon Candidates' Readiness for Teaching and Instructors' Assessment
ARTICLE

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Journal of Educational Technology Systems Volume 40, Number 2, ISSN 0047-2395

Abstract

This study of action research, authored by three colleagues teaching the same teacher-education methods course but from different content areas, involves teacher-candidates' use of self-recorded limited-access YouTube videos to make their microteachings accessible to the authors, each of whom was teaching candidates of her or his content expertise in an online-only section of the course. Analysis of the candidates' video-recorded microteachings and of their comments in online course postings found that the use of videos were helpful in fostering candidates' readiness for student-centered teaching with effective methods for their respective content areas. The authors/instructors also found that the data from the videos enriched their assessments of such readiness. (Contains 2 tables.)

Citation

Abendroth, M., Golzy, J.B. & O'Connor, E.A. (2012). Self-Created YouTube Recordings of Microteachings: Their Effects upon Candidates' Readiness for Teaching and Instructors' Assessment. Journal of Educational Technology Systems, 40(2), 141-159. Retrieved July 10, 2020 from .

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