Microteaching networks in higher education

IF 3.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
S. Santoveña-Casal, J. Gil-Quintana, José Javier Hueso-Romero
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引用次数: 1

Abstract

Purpose Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5–20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications This research’s limitations concern either aspects that lie beyond the study’s possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.
高等教育中的微型教学网络
目的微格教学是一种基于微格(四到五名学生组成的小组)和持续时间不超过5-20分钟的微格透镜的教师培训方法。自20世纪末斯坦福大学的实验中首次探索微格教学以来,微格教学已在跨学科水平上发展。本文的目的是通过对Web of Science数据库的研究和检查,检验通过对教师培训中与微格教学相关的科学产出的分析性文献计量研究所发现的网络。设计/方法论/方法本研究使用VOSviewer工具,通过数据挖掘和标准化技术的科学网络结构映射进行内容分析。该技术基于关联强度指标,该指标被解释为分析单元的相似性的测量。因此,从科学网数据库中获得了209篇文章。结果显示了所生成的网络以及各种项目、合著者和共同引用之间的联系,这清楚地表明在微格教学领域存在着重要的作者和机构。最大的集群由澳大利亚天主教大学等机构组成。最常被引用的文件是Rich和Hannafin的。Allen(1968)将微格教学定义为一种基于微类和微透镜的技术,他是最常被引用的作者,也是联系最多的作者。研究局限性/含义这项研究的局限性要么涉及超出研究可能性的方面,要么涉及无法实现的目标。第二个视角侧重于技能转移,包含的文件比例较低,因此中心文件结构较弱。最后,作者还必须记住这样一个事实,即科学产出取决于一个高度特定的领域,即数字技术的出现和/或自由化,以及在20世纪末获得这些技术。创新性/价值这项研究表明,微格教学是一个很有前途的研究领域,为高等教育教师培训在技术领域的应用开辟了巨大的可能性。本文可以为未来的研究开辟几条道路,例如从基于微格教学的不同沟通和教学模式的角度,获得学习的途径和普遍设计。
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来源期刊
Interactive Technology and Smart Education
Interactive Technology and Smart Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
12.00
自引率
2.30%
发文量
30
期刊介绍: Interactive Technology and Smart Education (ITSE) is a multi-disciplinary, peer-reviewed journal, which provides a distinct forum to specially promote innovation and participative research approaches. The following terms are defined, as used in the context of this journal: -Interactive Technology refers to all forms of digital technology, as described above, emphasizing innovation and human-/user-centred approaches. -Smart Education "SMART" is used as an acronym that refers to interactive technology that offers a more flexible and tailored approach to meet diverse individual requirements by being “Sensitive, Manageable, Adaptable, Responsive and Timely” to educators’ pedagogical strategies and learners’ educational and social needs’. -Articles are invited that explore innovative use of educational technologies that advance interactive technology in general and its applications in education in particular. The journal aims to bridge gaps in the field by promoting design research, action research, and continuous evaluation as an integral part of the development cycle of usable solutions/systems.
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