Citations (60)
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Chunping Zheng, Lili Wang & Ching Sing Chai. (2023) Self-assessment first or peer-assessment first: effects of video-based formative practice on learners’ English public speaking anxiety and performance. Computer Assisted Language Learning 36:4, pages 806-839.
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Ingrid Koni & Liina Lepp. (2023) Using a video diary in teacher training first-school practice. Scandinavian Journal of Educational Research 0:0, pages 1-14.
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Ingrid Koni & Liina Lepp. (2021) Lesson recordings and analysis as part of teacher professional development programmes: what are the student teachers’ opinions?. Educational Studies 0:0, pages 1-13.
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Andrea Gelfuso & Danielle V. Dennis. (2017) Video as Text of Teaching: Toward More Deliberate Literacy Field Experience Supervision. The Teacher Educator 52:1, pages 57-74.
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Simon Leggatt. (2016) Overcoming the barriers of distance: using mobile technology to facilitate moderation and best practice in initial teacher training. Journal of Further and Higher Education 40:3, pages 432-446.
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Wilfried Admiraal & Amanda Berry. (2016) Video narratives to assess student teachers’ competence as new teachers. Teachers and Teaching 22:1, pages 21-34.
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Helen Lingard, Sarah Pink, James Harley & Ruwini Edirisinghe. (2015) Looking and learning: using participatory video to improve health and safety in the construction industry. Construction Management and Economics 33:9, pages 740-751.
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Christo P. van der Westhuizen & Aubrey Golightly. (2015) Video annotation software application for thorough collaborative assessment of and feedback on microteaching lessons in geography education. Journal of Geography in Higher Education 39:3, pages 420-436.
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Wilfried Admiraal. (2014) Meaningful learning from practice: web-based video in professional preparation programmes in university. Technology, Pedagogy and Education 23:4, pages 491-506.
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Nalan Akkuzu & Melis Arzu Uyulgan. (2014) Toward making the invisible visible using a scale: prospective teachers' thoughts and affective reactions to feedback. Irish Educational Studies 33:3, pages 287-305.
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P.L. Mabunda. (2013) Towards a theoretical framework for the use of ICT strategies for teaching practicum supervision. Africa Education Review 10:sup1, pages S7-S27.
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Esther Cohen, Ron Hoz & Haya Kaplan. (2013) The practicum in preservice teacher education: a review of empirical studies. Teaching Education 24:4, pages 345-380.
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Young Suk Hwang & Konstantinos Vrongistinos. (2012) Using Blackboard and Skype for Mentoring Beginning Teachers. American Journal of Distance Education 26:3, pages 172-179.
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Wing-mui So. (2012) Quality of learning outcomes in an online video-based learning community: potential and challenges for student teachers. Asia-Pacific Journal of Teacher Education 40:2, pages 143-158.
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Gary Cheng & Juliana Chau. (2009) Digital video for fostering self‐reflection in an ePortfolio environment. Learning, Media and Technology 34:4, pages 337-350.
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Dennis Murphy Odo. (2023) Perceptions of Preservice English Teachers Regarding Peer Reaction Video Feedback on Their Microteaching. SAGE Open 13:4.
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Caroline B. Ebby, Janine T. Remillard & Lindsay T. Goldsmith-Markey. (2023) Learning to Teach Responsively Through Asynchronous Collaborative Discourse Around Video Records of Practice. Journal of Teacher Education, pages 002248712311531.
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Lara Condon, Amanda Barany, Janine Remillard, Caroline Ebby & Lindsay Goldsmith-Markey. 2023. Advances in Quantitative Ethnography. Advances in Quantitative Ethnography
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Toshio Mochizuki, Hiroshi Sasaki, Takehiro Wakimoto, Yoshihiko Kubota, Brendan Eagan, Ryoya Hirayama, Yuta Yamaguchi, Natsumi Yuki, Hideo Funaoi, Hideyuki Suzuki & Hiroshi Kato. (2022) Mediating and perspective-taking manipulatives: Fostering dynamic perspective-taking by mediating dialogic thinking and bolstering empathy in role-play and reflection for microteaching. International Journal of Computer-Supported Collaborative Learning 17:4, pages 489-518.
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Feyza Nur KAYGISIZ, Buket DEMİR MERTEK & Burçak BOZ YAMAN. (2022) Examining Middle School Mathematics Student Teachers’ Post-Observation Conferences. Research on Education and Psychology 6:1, pages 17-45.
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Penny Lamb & Graham King. (2021) Developing the practice of pre-service physical education teachers through a dyad model of lesson study. European Physical Education Review 27:4, pages 944-960.
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Sog Yee Mok & Fritz C. Staub. (2021) Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies. Teaching and Teacher Education 107, pages 103484.
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Hawraz Qader Hama & Űlker Vancı Osam. (2021) Revisiting Microteaching in Search of Up-to-Date Solutions to Old Problems. SAGE Open 11:4, pages 215824402110615.
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Christopher Neil Prilop, Kira Elena Weber & Marc Kleinknecht. (2021) The role of expert feedback in the development of pre-service teachers’ professional vision of classroom management in an online blended learning environment. Teaching and Teacher Education 99, pages 103276.
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Raziye SANCAR & Deniz DERYAKULU. (2020) A Method In Video Case-Based Instruction: Pre-Service Teachers' Own Video-Cases Edited And Discussed. Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi.
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Aparna Sharma, Rishabh Singh, Prathamesh Churi & Mahesh Mali. (2020) Innovative Course Delivery using Analyze – Group – Design – Optimize (AGDO) Methodology: Case Study of Entity-Relationship Model. Advances in Science, Technology and Engineering Systems Journal 5:5, pages 820-825.
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Christopher Neil Prilop, Kira Elena Weber & Marc Kleinknecht. (2020) Effects of digital video-based feedback environments on pre-service teachers’ feedback competence. Computers in Human Behavior 102, pages 120-131.
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Christopher Neil Prilop, Kira Elena Weber & Marc Kleinknecht. (2019) How digital reflection and feedback environments contribute to pre-service teachers’ beliefs during a teaching practicum. Studies in Educational Evaluation 62, pages 158-170.
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Kira Elena Weber, Christopher Neil Prilop & Marc Kleinknecht. (2019) Effects of blended and video-based coaching approaches on preservice teachers' self-efficacy and perceived competence support. Learning, Culture and Social Interaction 22, pages 100318.
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Demet BATMAN & Ahmet Zeki SAKA. (2019) Mikro-Yansıtıcı Öğretim Uygulamalarının Fizik Öğretmen Adaylarının Yansıtıcı Düşünme Eğilimlerine Etkilerinin BelirlenmesiDetermining the Effects of Micro-Reflective Teaching Practices on the Development of Reflective Thinking Tendencies of Pre-service Physics Teachers. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 39:2, pages 627-654.
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Christina M. Tschida, Jennifer L. Gallagher, Kimberly L. Anderson, Caitlin L. Ryan, Joy N. Stapleton & Karen D. Jones. 2019. Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning. Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning
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Kira Elena Weber, Bernadette Gold, Christopher Neil Prilop & Marc Kleinknecht. (2018) Promoting pre-service teachers' professional vision of classroom management during practical school training: Effects of a structured online- and video-based self-reflection and feedback intervention. Teaching and Teacher Education 76, pages 39-49.
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Didem Inel Ekici. (2017) Development of pre-service teachers’ teaching self-efficacy beliefs through an online community of practice. Asia Pacific Education Review 19:1, pages 27-40.
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Theodore J. Kopcha & Christianna Alger. (2014) Student teacher communication and performance during a clinical experience supported by a technology-enhanced cognitive apprenticeship. Computers & Education 72, pages 48-58.
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Äli Leijen, Ineke Lam, Liesbeth Wildschut, P. Robert-Jan Simons & Wilfried Admiraal. (2009) Streaming video to enhance students’ reflection in dance education. Computers & Education 52:1, pages 169-176.
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