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…

This study investigated how teacher educators utilize feedback to enhance reflective practices among pre-service teachers during microteaching sessions. Conducted at a government-run teacher education college in Ethiopia, this research adopted a case study approach, employing semi-structured interviews, Focus Group Discussions (FGD), and…

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…

Micro-teaching has been criticized for its artificial nature, limited practice period, and inadequate feedback. Giving preservice teachers in-situ opportunities that they can collaborate on lesson planning, teach, and receive peer feedback can assist in addressing these drawbacks. To that end, an intervention study was devised to provide in-situ…

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…

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 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…

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…

This research study investigates pre-service teachers' perceptions regarding the efficacy of the feedback on their micro-teaching activities. During a 16-week semester, nine pre-service teachers were observed and their micro-teaching activities were video-recorded. After their micro-teaching activities, they were asked to reflect on their own…

Microteaching and reflection remains an important technique that pre-service student teachers can use to practice their teaching in a safe environment. However, improvements in teaching are not guaranteed without the support and feedback from peers. Previous studies suggest that a learning community supported by information technology promotes…

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…

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…

Currently pre-service teachers (PSTs) practise teaching by interacting in real-life situations naturally occurring within variable school-based practicums. These are not ideal contexts for beginning teachers because they put novices in situations with real students before demonstrating capability, feedback is often not at point of need and they do…

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…

Numerous studies have been conducted on the effectiveness of video as an effective means of reflective practice in pre-service Teacher Education. However, only few studies have explored preservice teachers' own perceptions in this regard in the field of ELT and none of these was related to primary level. To address this gap, multiple forms of…