微格教学：理论渊源与实践

Q4 Social Sciences

Educational Practice & Theory Pub Date : 2022-07-01 DOI:10.7459/ept/44.1.03

S. Cavanaugh

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引用次数: 1

摘要

通过对文献的选择性回顾，本文考察了微格教学的理论起源和早期使用，并绘制了近60年来微格教学在教师教育领域的发展历程。从20世纪60年代开始，微格教学作为一种利用新的便携式视频技术改变职前教师行为的方法，到今天用学生手机录制的迷你课程，微格教育随着教育理论和技术的发展而发展。今天的微格教学研究和实践应该借鉴前人的经验，同时也反映出该领域当前的实践和理论趋势。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Microteaching: Theoretical Origins and Practice

Through a selective review of the literature, this article examines the theoretical origins and early use of microteaching and charts its development over the last nearly six decades in the field of teacher education. From its beginning in the 1960’s as a method for pre-service teacher behavioural modification with new portable video technology, to today’s mini-lessons recorded on students’ phones, microteaching has evolved with the trends in educational theory and technology. Today’s microteaching research and practice should be informed by those that have come before it, but also reflect the field’s current trends in practice and theory.

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来源期刊

Educational Practice & Theory Social Sciences-Education

CiteScore

0.40

自引率

0.00%

发文量

期刊介绍： Educational Practice and Theory in its 40th year of publication continues as an important independent forum for original ideas in education research relevant to aspects of education including K-12 schools, education reforms, teaching methods and educational leadership. Educational Practice and Theory is: -a refereed journal with a distinguished panel of consulting editors; -comparative in focus; -innovative, path-finding and provocative; -diverse with reports on a wide range of countries and themes, and -applied and theoretical.