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Implementing on-campus microteaching to elicit preservice teachers' reflection on teaching actions: Fresh perspective on an established practice
2012
The Journal of Scholarship of Teaching and Learning
This article calls for renewed emphasis on the use of on-campus microteaching to facilitate simultaneously preservice teachers' performance of effective teaching skills and their capability to reflect meaningfully on their emergent teaching actions. In making a case for greater focus on the implementation of microteaching in preservice teacher preparation, the authors: (a) acknowledged the pioneering role of field-based experiences as the context for the studies that identified different types
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