This study investigated the nature of the pedagogical content knowledge (PCK) development among 22 prospective teachers enrolled in an elementary science methods course. The nature of prospective teachers' PCK development was investigated in relation to their experiences in planning, enacting, and reflecting upon a Physical science lesson. The…

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…

The initial period of young teachers' careers is always significant in developing their professional capability. This is when teachers start coming into contact with practical teaching, which is more diversified than the theoretical training at the University. In this research, the authors propose a process of combining the Lesson Study model with…

Microteaching provides a valuable setting for preservice teachers to practice teaching prior to real classroom teaching experiences, as well as allowing teacher educators to observe the strengths and weaknesses of the preservice teachers' pedagogical content knowledge. Therefore, we studied the preservice mathematics teachers' microteachings, with…

The significance of reflective practice (RP) has been widely recognized in both general education and language education. The past years have witnessed an exponential growth of studies in examining how technology can be utilized to promote teachers' RP and video-based RP has been extensively reported as a powerful tool for teacher learning in many…

This research explores the strategies performed by pre-service English teachers in incorporating traits or character in writing their lesson plans during their teaching practicum. Twelve students of the English Department at Universitas Islam Negeri Antasari Banjarmasin were recruited to join the study. This course explored the experience of…

The aim of this study is to determine the teaching activities of pre-service teachers in the course of mathematics teaching methods. All of the pre-service teachers have selected an attainment content from the primary (1-4) mathematics education curriculum at the beginning of the semester in the scope of mathematics teaching methods course. Data…

The aim of this study is to implement micro teaching method in Special Teaching Methods I and II courses in order to teach preservice teachers how to make lesson plans and help them gain experiences in classroom management issues; i.e. to improve their teaching skills. The study was designed according to the principles of action research.…

Although microteaching is a common approach to engaging preservice teachers in reflection on teaching in on-campus courses, this reflection is usually carried out as a separate part. We examined how preservice middle school science teachers reflected amid planning a 20-min microteaching unit on sustainable development. Six groups of preservice…

In this study, Microteaching Lesson Study (hereafter MLS) was applied for a research lesson designed by the MLS group members including three third-year prospective English language teachers in line with the Content and Language Integrated Learning (hereafter CLIL) approach. This qualitative study aims to uncover the contribution of MLS to the…

This study investigated preservice elementary science teachers' TPACK development throughout a science teaching method course. The pretest-posttest control group was used in the study. At the end of the study, a self-reported TPACK measure was administered to the experimental (n=26) and control (n=23) groups. The experimental group learned about…

Science teaching efficacy belief (STEB) is of paramount importance as it motivates teachers to teach science or hinders them from teaching science. Preservice teachers' efficacy beliefs may change during their method courses. Knowing how pre-service teachers' beliefs change over time can significantly contribute to teacher educators to improve…

This research was aimed at: 1) enhancing practice of microteaching for Thai-teaching major students to assure their readiness in organizing instruction during the spread of COVID-19 virus situation, and, 2) providing guideline for carrying out microteaching for students majoring Thai teaching to assure their readiness in organizing instruction in…

Although peer feedback is highly valued in the feedback process, the specific contribution of feedback providers in this process remains unclear. In this qualitative multiple-case study, the primary focus was to explore the contribution of feedback providers and the benefits they obtained through online peer micro-teaching practices. The study…

Pre-service teachers face challenges in learning how to implement inquiry-based learning to enhance students' higher order thinking skills (HOTS) effectively. This study describes pre-service science teachers' instructional practices to teach HOTS related to key aspects of inquiry. The study group comprised 15 undergraduate pre-service teachers…