This study aims to examine the effect of applying the Collaborative Problem Solving (CoLPS) and Collaborative Project-Based Learning (CPBL) models in improving the project competence of pre-service teachers students in microteaching classes. The research design used a quasi-experimental design with a non-equivalent control group design. The…

During the industrial revolution, the quality of education improved, and this was reflected in competent and professional teachers. Teacher professional competence can be achieved by combining personal, scientific, technological, social, and spiritual skills.. This study aims at assessing prospective teachers' professional abilities in developing…

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…

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…

This article reports on a service learning project in a South African primary school teacher education programme, as experiential and practice-based pedagogy in a social studies methods course. We aimed to broaden understanding of service learning as a form of non-placement work-integrated learning for the development of teacher professional…

Inquiry-based teaching has become the most recommended approach in science education for a few decades; however, it is not a common practice yet in k-12 school classrooms. In order to prepare future teachers to teach science through inquiry, a Microteaching Lesson Study (MLS) approach was employed in our science methods courses. Instead of asking…

We are moving toward a future in which digital practices are becoming more ubiquitous. Also, there is evidence to suggest that innovative digital practices are changing the face of 21st-century learning environments. Critical to 21st-century teaching and learning success is continued emphasis on learner preferences, shaped by innovative digital…