Please use this identifier to cite or link to this item: https://repository.nie.edu.sg//handle/10497/4651
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dc.contributor.authorTan, Aik-Ling-
dc.contributor.authorTan, Seng Chee, 1965--
dc.contributor.authorWettasinghe, Cyraine Marissa-
dc.date.accessioned2012-02-20T09:01:24Z-
dc.date.available2012-02-20T09:01:24Z-
dc.date.issued2011-
dc.identifier10.14742/ajet.954-
dc.identifier.citationTan, A. L., Tan, S. C., & Wettasinghe, C. M. (2011). Learning to be a science teacher: Reflections and lessons from video-based instruction. Australasian Journal of Educational Technology, 27(3), 446-462.-
dc.identifier.issn1449-5554-
dc.identifier.urihttp://hdl.handle.net/10497/4651-
dc.description.abstractThis paper examines pre-service teachers' reflection on teaching after participating in an online course using videos of micro-skills coupled with self reflection and group blogs. Data sources included 137 online blog entries collected from 26 participants as well as semi-structured interviews with the participants at the end of the course. Larrivee's (2008) four levels of reflection (pre, surface, pedagogical and critical) were used to code the online reflections and content analysis of the participants' views of teaching was carried out with the interview transcripts. Analysis of online reflections showed that 67% of the reflection by pre-service teachers' falls in the pedagogical category and 2% in the critical category. These findings show that these pre-service teachers are capable of engaging in reflection beyond a surface level even with limited classroom experience. The resources that these pre-service teachers used to make sense of teaching are (1) their knowledge of learning theories; (2) their ideas of teachers' roles and responsibilities; and (3) their existing ideas of what makes good teaching. The pre-service teachers' reflection upon their learning showed evidence of willingness to incorporate the learnt ideas of good teaching in their future classrooms teaching. The use of micro-skills videos and reflection allowed them to restructure their pedagogical knowledge through identification, comparison, modification and synthesising.en
dc.description.urihttp://dx.doi.org/10.14742/ajet.954-
dc.language.isoenen
dc.rightsCopyright protected. Permission to publish required.-
dc.titleLearning to be a science teacher: Reflections and lessons from video-based instructionen
dc.typeArticleen
item.grantfulltextopen-
item.fulltextWith Fulltext-
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