Integrating Video Technology in Micro-Teaching Sessions for Teacher-Traineesa Self-Appraisal and Professional Growth

1
Abam Arikpo
Abam Arikpo
2
Ekpo-Eloma
Ekpo-Eloma
3
E. O
E. O
4
Arikpo
Arikpo
6
Catherine N. Ebuta
Catherine N. Ebuta
1 University of Calabar

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GJCST Volume 13 Issue G4

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The study examined the relationship between the use of video technology and teacher trainees’ self-appraisal for progressive professional perfectibility. Two null hypotheses were formulated to guide the study. The quasi-experiment involved 100 third year students of the Faculty of Education, Cross River University of Technology engaged in microteaching. Data was obtained through a well validated ten-item Teacher Trainee Affective Response Questionnaire (TTARQ) developed on a four point Likert-scale by the researchers. The analysis of data was done using Pearson product moment correlation coefficient and independent t-test analysis for the first and second hypotheses respectively at 0.05 level of significance and 98 degree of freedom. The result of the study shows that there is a significant relationship between the use of video technology and teacher trainees’ self-appraisal and evaluation, gender notwithstanding. The study therefore canvassed for the patronage of multi-media technology application in microteaching to enable teacher-trainees objectively assess their performance and also by their instructors and colleagues.

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No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

Ethical Approval

No ethics committee approval was required for this article type.

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Not applicable for this article.

Abam Arikpo. 2014. \u201cIntegrating Video Technology in Micro-Teaching Sessions for Teacher-Traineesa Self-Appraisal and Professional Growth\u201d. Global Journal of Computer Science and Technology - G: Interdisciplinary GJCST-G Volume 13 (GJCST Volume 13 Issue G4): .

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GJCST Volume 13 Issue G4
Pg. 25- 28
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Crossref Journal DOI 10.17406/gjcst

Print ISSN 0975-4350

e-ISSN 0975-4172

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February 3, 2014

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English

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The study examined the relationship between the use of video technology and teacher trainees’ self-appraisal for progressive professional perfectibility. Two null hypotheses were formulated to guide the study. The quasi-experiment involved 100 third year students of the Faculty of Education, Cross River University of Technology engaged in microteaching. Data was obtained through a well validated ten-item Teacher Trainee Affective Response Questionnaire (TTARQ) developed on a four point Likert-scale by the researchers. The analysis of data was done using Pearson product moment correlation coefficient and independent t-test analysis for the first and second hypotheses respectively at 0.05 level of significance and 98 degree of freedom. The result of the study shows that there is a significant relationship between the use of video technology and teacher trainees’ self-appraisal and evaluation, gender notwithstanding. The study therefore canvassed for the patronage of multi-media technology application in microteaching to enable teacher-trainees objectively assess their performance and also by their instructors and colleagues.

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Integrating Video Technology in Micro-Teaching Sessions for Teacher-Traineesa Self-Appraisal and Professional Growth

Ekpo-Eloma
Ekpo-Eloma
E. O
E. O
Arikpo
Arikpo
A.
A.
Catherine N. Ebuta
Catherine N. Ebuta

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