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The Value of Using Micro-Teaching for K-12 New Teacher Leadership Development in a Pandemic Response
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Author(s): Kristine Elizabeth Shipman (University of Southern California, USA), Darrell Norman Burrell (The Florida Institute of Technology, USA), Dawn L. DiPeri (American InterContintental University, USA), Alfreda Goods (University of Phoenix, USA)and Lisa Reyes (University of Phoenix, USA)
Copyright: 2021
Pages: 10
Source title:
Handbook of Research on Multidisciplinary Perspectives on Managerial and Leadership Psychology
Source Author(s)/Editor(s): Rick D. Johnson (Johnson Professionals, Inc., USA)
DOI: 10.4018/978-1-7998-3811-1.ch010
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Abstract
COVID-19 in 2020 has created a dramatic and instant shift of many K-12 educational institutions to distance learning often without the preparation and training required to be successful. The pedagogy and technology used in teaching are ever changing. The role of teacher/faculty development is to provide instructors with the tools and leadership skills to deal with these changes. Successful integration of technology and on-line in K-12 education must include (1) a connection to student learning, (2) hands-on technology, (3) curriculum-specific application, (4) active participation of teachers, (5) technical support, (6) administrative support, (7) adequate resources, and (8) continuous funding. This chapter looks at the value and utility using micro-teaching as a teacher leadership development approach to help K-12 educators become more effective and comfortable with on-line teaching.
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