Video-Mediated Microteaching – A Stimulus for Reflection and Teacher Growth

Pengembangan Model Pembelajaran Kooperatif Tipe STAD Berbasis Media Sosial

“…9 Soekamto dalam Trianto, model pembelajaran adalah kerangka konseptual yang melukiskan prosedur yang sistematis dalam mengorganisasikan pengalaman belajar untuk mencapai tujuan belajar tertentu, dan berfungsi sebagai pedoman bagi para perancang pembelajaran dan pengajar dalam merencanakan aktivitas belajar mengajar. 10 Rusman menyebutkan pembelajaran kooperatif merupakan bentuk pembelajaran dengan cara mahasiswa belajar dan bekerja dalam 6 S. Kourieos, (2016). "Video-Mediated Microteaching -A Stimulus for Reflection and Teacher Growth," Australian Journal of Teacher Education 41 1 kelompok-kelompok kecil secara kolaboratif yang anggotanya terdiri atas empat sampai enam orang dengan struktur kelompok yang bersifat heterogen.…”

Techniques for Fostering Self-Regulated Learning Via Learning Management Systems in On-Campus and Online Courses

“…This approach complements the cognitive research offered by Mayer and others, which emphasizes "reducing the load for a single processing channel" (quotation from Mayer, 2009; see also Moreno & Mayer, 2007). A related instructional approach is microteaching, a technique originated in the field of teacher education that involves teacher-trainees presenting short lessons in class, followed by feedback from both the instructor and the teacher-trainees' classmates (Kourieos, 2016;Richards & Farrell, 2011 Microlearning engages students to "solve a problem, direct their own learning, apply their knowledge, or connect with others" (Major & Calandrino, 2018).…”

“…While any of these tools can be used as the sole mode of delivery for a given lesson, they can also be used in conjunction with other tools as a way to supplement or complement content covered elsewhere on the platform. Moreover, several studies have shown support for the value of these tools in enhancing collaborative learning and providing a catalyst for reflection (Kourieos, 2016). Thus, while chunking encourages instructors to consider how to break information down into digestible segments, microlearning adds another important goal:…”

Primary Pre-Service Teachers’ Perceptions of Course Related Factors that Enhance Instructional Self-Efficacy

“…Hattie (2009) places feedback high on the list of effective strategies, along with Lackey (1997), Kourieos (2016) and Engin (2014). Engin elaborates on the idea of professional conversations, explaining how tacit knowledge becomes visible when the lecturer and PSTs engage in intentional discussions about instructional tactics, while Graham, Lester and Dickerson (2012) have explored and identified the positive benefits of professional learning conversations with first year teachers.…”