Video-based learning helps pre-service teachers prepare for practicum: An Australian university's findings.
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| Title: | Video-based learning helps pre-service teachers prepare for practicum: An Australian university's findings. |
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| Authors: | Nguyen, Bich1 ngoc.nguyenhuynh@curtin.edu.au, Ilich, Kelly1 kelly.ilich@curtin.edu.au |
| Source: | Issues in Educational Research. 2026, Vol. 36 Issue 1, p221-241. 21p. |
| Subject Terms: | *Practicums, *Peer teaching, *Teacher training, *Rural education, *Educational films, *Online education, *Student teachers, *Instructional films |
| Abstract: | To boost pre-service teachers' (PSTs) classroom readiness and equip them with necessary tools to thrive on practicum, it is vital to supplement traditional theoretical training with innovative pedagogical approaches (Brandenburg et al., 2016). Exploring the impacts of video-based learning (VBL) to prepare PSTs for their first school placement, our study surveyed 102 PSTs' perceptions of the usefulness of microteaching videos delivered by high-performing peers. The findings indicated that the videos were particularly beneficial for online students and those from regional and remote communities who had limited opportunities to participate in face-to-face teaching demonstrations. The respondents reported learning new teaching ideas from their peers and improving their ability to notice engagement techniques, their awareness of verbal and non-verbal language and their capacity to reflect on effective and ineffective pedagogical choices. Most importantly, the participants felt it was beneficial to see "other newbies' strengths and weaknesses", which confirms observations that PSTs tend to be intimidated by videos featuring experienced teachers but are keen to view case studies of practice presented by their peers. [ABSTRACT FROM AUTHOR] |
| Copyright of Issues in Educational Research is the property of Australia's Institutes for Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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