Affiliation:
1. Clemson University, USA
Abstract
In this formative experiment, researchers focused upon reflection in an online practicum when studying the following research question: How can digital tools be used to build reflection on teaching practice into an online practicum experience? This formative experiment was conducted in a 100% online, asynchronous master's-level course at a research university in the Southeast United States. The authors focus on data from four participants across two sections of an ESOL online practicum course during the fall semester who were completing the course for their add-on ESOL certification. To reach the study goal of building more reflective teaching practice, the intervention enacted was defined by three essential elements: (1) the microteaching cycle, (2) reflective teaching, and (3) digital, multimodal tools through an online learning management system. The authors discussed six focused codes combined with quantitative data leading to three pedagogical assertions regarding online practicum and teacher reflection.
Reference40 articles.
1. Self-Created Youtube Recordings of Microteachings: Their Effects upon Candidates' Readiness for Teaching and Instructors' Assessment
2. The microteaching experience: Student perspective.;J.Benton-Kupper;Education,2001
3. Center for Research on Education, Diversity, and Excellence (CREDE). (2019a). Rubric: Standards performance continuum. Retrieved from https://manoa.hawaii.edu/coe/credenational/rubric/
4. Center for Research on Education, Diversity, and Excellence (CREDE). (2019b). CREDE history. Retrieved from https://manoa.hawaii.edu/coe/credenational/crede-history/
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献