Student Teachers’ Discourse During Puppetry-Based Microteaching

Wakimoto, Takehiro; Sasaki, Hiroshi; Hirayama, Ryoya; Mochizuki, Toshio; Eagan, Brendan; Yuki, Natsumi; Funaoi, Hideo; Kubota, Yoshihiko; Suzuki, Hideyuki; Katô, Hiroshi

doi:10.1007/978-3-030-33232-7_20

Cited by 5 publications

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“…Context comparison occurred in 10 studies (13.2%) in the form of comparison between virtual and face-to-face mentoring [63], emotions towards online learning [101], 3D animation vs. video only teaching [72], self-performance and puppetry discourse [103], cognition in different multimedia materials [18], learning strategy models [24], [88], dimensions for learning progress diagnosis [97], scaffolding methods [51] and discourse segmentation methods [47]. Comparisons between different participant categories were reported in 10 studies (13.2%), for example, mentor vs. student epistemic frames [12], [60], [70], dyads vs. individuals' networks [16], [17], short readers vs. long readers [49], and medical vs. teacher students [98].…”

Section: Comparisonsmentioning

confidence: 99%

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A Systematic Literature Review of Empirical Research on Epistemic Network Analysis in Education

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Section: Comparisonsmentioning

confidence: 99%

“…Student teachers are usually trained to play the roles of both teachers and students during practice micro-teaching. The teacher's role allows students to improve their teaching skills while the student's role helps them understand the psychology of the student [72], [103].…”

Section: Nature Of Science (Nos)mentioning

confidence: 99%

A Systematic Literature Review of Empirical Research on Epistemic Network Analysis in Education

et al. 2022

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“…We expected that the performance of student-role student teachers would be diverse due to the mediating effect of the puppets. To examine the expected changes, we adopted Fujie's (2000) coding scheme for classroom discourse, which we had also used in our past studies (Mochizuki et al, 2015(Mochizuki et al, , 2017Wakimoto et al, 2019). The coding scheme examined how the classroom discourse proceeded with formal and informal utterances; the formal utterances were expected in the lesson plan, which the teacher expected as an ideal flow.…”

Section: Coding Transcriptsmentioning

confidence: 99%

Mediating and perspective-taking manipulatives: Fostering dynamic perspective-taking by mediating dialogic thinking and bolstering empathy in role-play and reflection for microteaching

Mochizuki

Sasaki

Wakimoto

et al. 2022

Intern. J. Comput.-Support. Collab. Learn

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This study examined microteaching using computer-supported collaborative learning (CSCL) to assist student teachers in anticipating student voices and achieving authentic role-play. To achieve this, the design had two manipulatives: tangible puppets as “mediating manipulatives” that allow student teachers to elicit a variety of imaginary student voices in microteaching role-plays and three-dimensional animations as “perspective-taking manipulatives” that allow student teachers to dynamically switch viewpoints in reflection. This study aims to investigate how the combination of mediating and perspective-taking manipulatives helps student teachers foster the perspective-taking of imaginary students in their microteaching role-playing and reflection. We employed epistemic network analysis (ENA) to analyze discourse data collected both in the microteaching performances (including the tangible puppetry microteaching) and in the reflections. The results showed that the combination of the two manipulatives was effective for achieving the immediate transfer of imaginary students’ perspectives. Further qualitative analysis enabled by ENA indicated that the perspective-taking manipulatives were effective in bolstering perspective-taking due to the nonverbal aspects of students’ voices enacted in the role-play performances.

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“…Boneka tersebut berperan menggantikan guru dan siswa yang digerakkan, hal ini dilakukan untuk menarik motivasi mahasiswa dalam mempraktikkan latihan mengajar. (Wakimoto et al, 2019).…”

Section: Pendahuluanunclassified

Inovasi Pembelajaran Mata Kuliah Pembelajaran Mikro Berbasis Model PjBL (Project Based Learning) Untuk Meningkatkan Kreativitas Mahasiswa

Sadikin

Yelianti

2021

BIO

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Good learning is innovative learning following the times. To support the vision and mission of the Jambi Smart University, changes will be made to the micro learning courses in the biology education study program. The change is learning innovation using the PjBL (Project Based Learning) learning model. With this PjBL model, learning tools, teaching materials, and evaluation instruments will be developed to increase student creativity in the Biology Education Study Program, FKIP Jambi University. The research method uses classroom action research (CAR) which is planned for 2 cycles. The stages include: planning, implementation and observation, and reflection. At the planning stage, a small discussion was held between the teaching team and agreed on the implementation of PJBL. At the implementation stage, students make a project in the form of a learning video containing teaching skills. At the observation stage: students are asked to present their project in front of the class virtually, then lecturers and colleagues observe and provide feedback. Finally, the reflection stage, input and comments from lecturers and colleagues are recorded and project improvements are made. In the first cycle, the results of the observation were 55% in the pretty good category. Then improvements were made from input and comments from lecturers and colleagues, so that in the second cycle there was an increase in student creativity at a score of 80% in the good category. Pembelajaran yang baik adalah pembelajaran yang inovatif mengikuti perkembangan zaman. Untuk mendukung visi dan misi Universitas Jambi smart maka mata kuliah pembelajaran mikro di prodi pendidikan biologi akan diadakan perubahan. Perubahan itu adalah inovasi pembelajaran menggunakan model pembelajaran PjBL (Project Based Learning). Dengan model PjBL ini akan dikembangkan perangkat pembelajaran, bahan ajar, dan instrument evaluasi untuk meningkatkan kreativitas mahasiswa di Prodi Pendidikan Biologi FKIP Universitas Jambi. Metode penelitian mengunakan penelitian tindakan kelas (PTK) yang direncanakan 2 siklus. Adapun tahapnnya meliputi: perencanaan, pelaksanaan dan observasi, dan refleksi. Pada tahap perencanaan dilakukan diskusi kecil antar tim pengajar dan disepakati penerapan PJBL. Pada tahap pelaksanaan mahasiswa membuat proyek berupa video pembelajaran yang berisi keterampilan mengajar. Pada tahap pengamatan: mahasiswa diminta untuk mempresentasikan proyeknya tersebut didepan kelas secara virtual, kemudian dosen dan teman sejawat mengamati dan memberikan umpan balik. Terakhir tahap refleksi masukan dan komentar dari dosen dan teman sejawat dicatat dan dilakukan perbaikan proyek. Pada siklus 1 diperoleh hasil pengamatan 55 % kategori cukup baik. Lalu diadakan perbaikan dari masukan dan komentar dari dosen dan teman sejawat maka pada siklus II mengalami kenaikan kreativitas mahasiswa pada skor 80 % dalam kategori baik.

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Student Teachers’ Discourse During Puppetry-Based Microteaching

Cited by 5 publications

References 4 publications

A Systematic Literature Review of Empirical Research on Epistemic Network Analysis in Education

A Systematic Literature Review of Empirical Research on Epistemic Network Analysis in Education

Mediating and perspective-taking manipulatives: Fostering dynamic perspective-taking by mediating dialogic thinking and bolstering empathy in role-play and reflection for microteaching

Inovasi Pembelajaran Mata Kuliah Pembelajaran Mikro Berbasis Model PjBL (Project Based Learning) Untuk Meningkatkan Kreativitas Mahasiswa

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