Very few teacher education models have integrated theory and practice on a context basis and used formative assessment in teachers' personal and professional development. Two are the Clinical Teacher Education Model and the Realistic Teacher Education Model based on reflection. These models prepare teacher candidates (TCs) for their profession as…

This paper presents a seminar concept for the development of communication competence in pre-service vocational education teachers with the aid of video annotations, feedback, and peer microteaching. The seminar is offered within a teacher training program for students taking a master's degree (MEd) in vocational education at the FH Münster…

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 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':…

This research aims to examine the effect of applying art-based learning model to the learning outcomes of effective teaching behavior of students in microteaching classes. The research design used a quasi-experimental design of non-equivalent control group design. Participants were students' microteaching classes in the Department of Islamic…

Learning to teach mathematics is a complex endeavor, requiring sustained focus and time. Yet time is especially scarce in elementary teacher education programs, where preservice teachers (PSTs) learn all content areas. Through a collaborative self-study, five teacher educators identified three time-related tensions in elementary mathematics…

This research explores the experience of 81 elementary pre-service teachers who transcribed their microteaching lessons during a university mathematical methods course. Pre-service teachers were required to plan and teach mathematics lessons. They audio-recorded their teaching, transcribed the recordings, wrote guided reflections, and conversed…

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…

Formative assessment and feedback strategies play a core role in effective learning and instruction. Thus, teachers should be able to effectively apply the theoretical and empirical insights on formative assessment and feedback strategies in their classrooms. However, designing and implementing formative feedback strategies are complex tasks.…

The aim of this study is to examine the opinions of the preservice teachers about the micro teaching course. Study group consists of the preservice teachers who study at the Faculty of Education of a state university and have taken the micro-teaching course and study in the Foreign Languages Education Department. Qualitative research method was…

The development of teacher education focusing on reflective practice as well as the study of pre-service teacher reflections are educational concerns. This research seeks to categorize the levels and the nature of pre-service Chemistry teachers' reflections in a public university in Southern Brazil. For this, autoscopies of the pre-service…

The purpose of this study was to investigate preservice teachers' (PSTs) knowledge of instructional task progressions (i.e., content development) and depth of content knowledge as a function of content courses in parkour and basketball. 18 preservice teachers (PSTs) (five female and 13 male) in Physical Education from a Belgian university engaged…

Students coming to university agricultural education programs have less agricultural experience than in the past. Teacher educators are limited to the experiences they can facilitate. Universities have graduated qualified agricultural teacher candidates who do not have experiences in content area skills required of them to teacher. This study…

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…