Microteaching in pre-service teacher training
Abstract
Methodologies using video-registration are increasingly used in the professional training of future teachers. Teacher’s professionalism requires, as well as the theoretical or disciplinary knowledge, the ability to use knowledge to sort out efficacious answers to complicated and considerable problems and the ability to reflect about own actions. It’s necessary, during the academic course, that the teacher in learning situation could acquire specific expertise and self-reflexive
abilities. This paper introduces a methodology for the creation of training experiences centered on using the video-registration and for the data retrieving about the effect of the video over learning of pre-service teachers. The research is focused on verifying if students have acquired abilities to reflect about their own inclusive action and about classroom’s management in presence of a problematic educative situation.
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