Reflective practice is an important component of preservice teacher education programs and is frequently used during field experiences; however, less is known about reflective practice in microteaching. This qualitative case study examined preservice secondary STEM teachers' reflective practices after their microteaching experience in a STEM…

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…

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…

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…

Background: Future teachers need to observe, interpret and analyse teaching during the initial teacher education period. The use of videoed teaching and learning in teacher education promotes reflection, and analysing videos of teaching is helpful in learning effective classroom practices that prospective teachers mostly do not have the chance to…

This study was conducted to identify the characteristics of a group of Turkish pre-service English Language teachers' reflective writing. A mixed method approach was taken in the analysis of their written reflections on a video-recorded microteaching experience at the end of a campus-based methodology course. First, qualitative analysis of the…

Critical reflection is defined as an educational imagination that allows candidates to look at themselves and their situations with new eyes, and in the process, become conscious of the multiple ways they can interpret, critique, challenge, confront, and reconstruct teaching. This study examines the effectiveness of using explicit instruction in…

Although video cases are increasingly being used in teacher education as a means of situating learning and developing habits of reflection, there has been little evidence of the outcomes of such use. This study investigates the effects of using a coherent video-case curriculum in a university mathematics methods course by addressing two issues:…

The present study inquired into the varying kinds and degrees of reflectivity that ensued as first-semester secondary education preservice teachers' revisited their teaching actions and confronted peers' evaluation of their performance in a microteaching experience. The study sought to ascertain: (1) the recurring themes of reflectivity in the…

This study compared the effects of an extended, systematic on-campus laboratory experience with a similarly extensive, systematic field-based experience for preservice teachers. Results suggested that laboratory teachers, but not field experience teachers, improved their ability to reflect on teaching and facilitate desired instruction. Results…