Enhancing the teaching experience of pre-service teachers through the use of videos in web-based computer-mediated communication (CMC)

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54 Citations (Scopus)

Abstract

The provision of feedback to students is an important aspect of teaching and learning processes. It is often a necessary requirement for the stimulation of self-reflection. This paper describes the use of video-enabled, web-based computer-mediated communication (CMC) for the provision of feedback to pre-service, trainee teachers who were involved in a Teaching Practicum course within a teacher-education programme. Pre-service teachers' micro-teaching and field-teaching performances were videotaped and made available for viewing within the CMC system. Experienced high-school teachers were asked to critique the pre-service teachers' performances and to lead the discussions using the CMC system. The results of questionnaires that were administered to all participants of the study indicated that the system effectively enhanced pre-service teachers' teaching experience. Five reasons cited for the success were: easy access to taped teaching sessions; better assessment of personal teaching style; more sharing of one's teaching and more learning from peer teaching; more concrete feedback; and more effective involvement of experienced teachers.

Original languageEnglish
Pages (from-to)369-380
Number of pages12
JournalInnovations in Education and Teaching International
Volume43
Issue number4
DOIs
Publication statusPublished - 2006 Nov 1

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computer-mediated communication
video
Teaching
teacher
experience
communication system
teaching style
reflexivity
trainee
performance
learning process
questionnaire
school

ASJC Scopus subject areas

  • Education

Cite this

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title = "Enhancing the teaching experience of pre-service teachers through the use of videos in web-based computer-mediated communication (CMC)",
abstract = "The provision of feedback to students is an important aspect of teaching and learning processes. It is often a necessary requirement for the stimulation of self-reflection. This paper describes the use of video-enabled, web-based computer-mediated communication (CMC) for the provision of feedback to pre-service, trainee teachers who were involved in a Teaching Practicum course within a teacher-education programme. Pre-service teachers' micro-teaching and field-teaching performances were videotaped and made available for viewing within the CMC system. Experienced high-school teachers were asked to critique the pre-service teachers' performances and to lead the discussions using the CMC system. The results of questionnaires that were administered to all participants of the study indicated that the system effectively enhanced pre-service teachers' teaching experience. Five reasons cited for the success were: easy access to taped teaching sessions; better assessment of personal teaching style; more sharing of one's teaching and more learning from peer teaching; more concrete feedback; and more effective involvement of experienced teachers.",
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