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- W4313369101 abstract "Pre-service teachers attain a higher sense of professional preparedness and self- efficacy as a result of the impact of vicarious experiences, hands-on teaching activities, verbal instruction, and feedback from experienced teachers (Clark and Newberry in Asia–Pac J Teach Educ 47:32–47, 2019). In a regional Australian university, pre-service teachers who had not attained the required placement performance standards were supported by a program that combined these elements with micro-teaching in a virtual environment that allows them to rehearse classroom performances with interactive student avatars. This paper reports on a research project that used surveys and self-made filmic responses to gauge the impact of this targeted and needs-based intervention. Results indicate that the program supported underperforming pre-service teachers to become more confident and skilful in the classroom environment." @default.
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- W4313369101 date "2023-01-01" @default.
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- W4313369101 title "Using a Mixed-Reality Micro-teaching Program to Support “at Risk” Pre-service Teachers" @default.
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- W4313369101 doi "https://doi.org/10.1007/978-981-19-6532-6_22" @default.
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