This paper describes and evaluates student teachers' virtual simulation training on teaching a controversial issue. In the fourth year of their program to become social science teachers at lower and upper secondary schools, 43 student teachers in Sweden conducted simulation teaching on conspiracy theories as an example of a controversial issue.…

Teachers who know what, how and why to teach are essential for successful student learning. However, many preservice teachers (PSTs) lack teaching experience and the ability to integrate theory and practice. To help bridge this gap, this study employed a learning-by-design project approach in which 22 Korean PSTs developed lesson plans for middle…

Using origami in the classroom, this study examines the experiences of pre-service middle school mathematics teachers. A case study model was employed in this study as a qualitative research approach. The study involved 39 senior pre-service mathematics teachers. Document analysis, semi-structured interviews, and observation techniques were used…

The purpose of this qualitative phenomenological research study was to examine the thoughts and feelings of teachers when utilizing video-assisted micro-teaching to reflect on their practice. Research questions included how, and in what ways video-assisted micro-teaching helps teachers reflect on their teaching and in what ways video reflection…

Reform efforts in K-12 science education have been gaining pace ever since the introduction of the "Next Generation Science Standards" (NGSS). The new vision calls for reconsidering teacher preparation programs to prepare future teachers who are confident and competent in delivering NGSS-based instruction. This study investigated the…

Specific to the topic of oxidation-reduction (redox), teachers are obligated by the discipline to prioritise symbolic traditions such as writing equations, documenting oxidation states, and describing changes (e.g., what undergoes oxidation/reduction). Although the chemistry education research community endorses connecting the vertices of…

In light of technological development worldwide, the focus has been on how different types of digital technology can be used to provide activities that will enhance students' mathematical learning. Micro-learning is an innovative approach that will accelerate digitalization in mathematics teaching, attract students to mathematics, and combine…

It is the responsibility of educator preparation programs (EPPs) to develop well-rounded teachers who are capable of integrating technology into their instruction. Most EPPs include instruction in pedagogy, content, and technology as well as a formal field experience; however, there is a gap between the theory learned in courses and application of…

Reflective practice is an important component of preservice teacher education programs and is frequently used during field experiences; however, less is known about reflective practice in microteaching. This qualitative case study examined preservice secondary STEM teachers' reflective practices after their microteaching experience in a STEM…

This study examined the development of prospective teachers' (PTs) understanding of productive struggle using video episodes which PTs analyzed through the lens of professional teacher noticing. Our qualitative study included 66 PTs in four sections of a semester-long mathematics content course for prospective elementary and middle school teachers…

One of the primary concerns of pre-service secondary teachers is negotiating student behavior and classroom management, and novice teachers cite this as one of the reasons why they leave the profession in the first three years. This study examines the learning outcomes of a microteaching project with a student behavior component. The participants…

In this paper, we share an approach to address systemic racism by highlighting a research-practice partnership [RPP] effort between a university and STEM program (I AM STEM) to understand the extent to which centering abolitionist teaching and emancipatory practices in a science methods course supported teacher candidates' virtual microteaching…

In this study of microteaching in a secondary English methods course, we intentionally stray from normative assessment practice, instead asking pre-service teachers to provide feedback on their peers' microteaching using assessment practices designed to orient them "figuratively." The term 'figurative' refers to 'figurative language':…

Traditional PD sessions share information on new practices, but teachers often can't translate that information effectively to implement the new practice in their classrooms. A better way is to show a teacher a model of excellent practice by a colleague and help her reflect on the "gap" between her practice and the model, then plan…

We present an empirically based model for teaching about planning in pre-service science teacher education as part of on-campus courses. Planning is usually taught through the introduction of theoretically based planning models, but these models commonly assume a linear idea of planning that does not match how teachers go about planning. We…