The aim of this study was to determine the professional developments of science teacher candidates over 14 weeks of microteaching practices. The sample for the study was comprised of 9 teacher candidates aged 21-23 who were studying their final year (4th year) in an elementary science education undergraduate programme of an education faculty in…

Technological Pedagogical Content Knowledge (TPACK) is defined as the teacher knowledge needed for effective technology integration. This study aimed to investigate preservice elementary mathematics teachers' TPACK development. TPACK survey was administered to 33 preservice teachers (PSTs), and six of them were selected via maximum variation…

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…

This study observed the effect of video recording of microteaching training in comparison with traditional teaching on student teachers' performance while practicing teaching. Fifty student teachers of Regional Institute for Teacher Education female Abbottabad comprised the sample of the study. Pre-test post-test equivalent group design was used…

This study investigates how emergency practicum was carried out during the COVID-19 Pandemic in the past two years (Spring 2020 to Sprin 2022) in Saudi Arabia. Results of surveys with a sample of instructors from Languages, Translation, Literature, Linguistics, Education and Computer Science Departments at a sample of universities in Saudi Arabia…

The present research aims to examine the effect of reflective teaching practices on prospective teachers' performance. Reflective teaching practice helps teachers to plan, implement and improve their performance by rethinking about their strengths and weaknesses. An experimental study within an action research was conducted by the researchers. All…

The third pillar of technology infusion is practice, providing numerous opportunities in multiple settings for teacher candidates to practice teaching with technology and to reflect on their experiences. Drawing from sociocultural theories of learning and change, this article offers a theoretical justification of this pillar and unpacks how…

Despite the fact that UK ELT Master's programmes are numerous, diverse, and financially important, very little research has been conducted on whether they deliver teaching practice (TP) or micro-teaching (MT), and on what students' expectations of these modules are. The present paper addresses this gap by examining how many ELT-related Master's…

Professional identity of English teachers is an important process in which teachers view themselves as a professional based on social views about "good teacher", student-teacher relationship, and self-view as a professional teacher. Teacher preparation program such as Micro Teaching (MT) and "Program Pengalaman Lapangan" or…

A technology supported environment in the educational context has been identified as a useful work space with the potential to deepen the learning experience. This study focuses on ways of using it for the development of reflection as a key teaching competence within initial teacher training. It is based on the premise that enriched reflection…

In this study, we examined the effect of School Experience (SE) and Practice Teaching (PT) courses on pre-service chemistry teachers' beliefs towards chemistry teaching over a one-year period. To reach this purpose, participants' beliefs and experiences towards chemistry teaching were monitored closely throughout the varied phases of the two…

Micro-teaching at universities and student teaching in secondary schools are standard forms of practice training for pre-service mathematics teachers in Chinese university teacher education programs. The former is guided by university professors, and the latter is guided by school teachers. In recent years, a special kind of micro-teaching…

This qualitative study investigated four rural Kansas high school agriculture teachers' comprehension and implementation of self-regulation strategies in their own professional growth and in their instructional practice. The participants included two males and two females, each one having between five and 20 years of teaching experience.…

A group of preservice science teachers edited video footage of their practice teaching to identify and isolate critical incidents. They then wrote guided reflection papers on those critical incidents using different forms of media prompts while they wrote. The authors used a counterbalanced research design to compare the quality of writing that…

Microteaching is a teacher education technique whose contributions to pre-service teacher education are significant. Through this technique, pre-service teachers can find an opportunity to transform their subject matter knowledge and pedagogical content knowledge into practice. They see and improve their weaknesses of teaching skills such as…