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This case study investigated the development of prospective mathematics teachers' technological pedagogical content knowledge (TPACK) in graphical data displays with (VM) within the context of a microteaching lesson study (MLS). This research investigated how five participants integrated technology and implemented a lesson plan aimed to teach statistical data displays. The MLS cycled through the phases of lesson plan design, discussion, implementation, and revision. Fundamental data was gathered through group discussions of which were operated through the lesson plans and video recordings of lesson implementation. The TPACK codebook (Hughes. 2013. Descriptive indicators of future teachers' technology integration in the PK-12 classroom: Trends from a laptop-infused teacher education program. Journal of Educational Computing Research, 48(4), 491–516) was utilised to conduct a thorough analysis of the transcribed data through collaborative group discussions. The findings indicate that the MLS led to some improvements in the TPACK of the participants. In particular, participants developed a stronger knowledge of statistical content, pedagogical content, and technological content pertaining to data displays. [ABSTRACT FROM AUTHOR]

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 sampling to represent as different cases as possible based on their mathematical knowledge and technological self-assessment. These six PSTs implemented four technology-based lessons (two microteaching sessions in the mathematics teaching method course and two lessons in the student teaching). Participants' TPACK levels were examined based on the development model proposed by Niess, M. L., Sadri, P., & Lee, K. (2007, April). Dynamic spreadsheets as learning technology tools: Developing teachers' technology pedagogical content knowledge (TPCK). Paper presented at the meeting of the American Educational Research Association Annual Conference, Chicago, IL. Results showed that participants had not used technology effectively and efficiently in their microteaching sessions and the first lessons in their student teaching. After evaluating their first lessons in schools, PSTs improved their teaching considerably. We suggest giving more opportunities for PSTs to teach with technology in classrooms and to assess their teaching practices reflectively. [ABSTRACT FROM AUTHOR]

Microteaching lesson study, that is a variation of lesson study applied by student teachers in microteaching course, provides the environment for EFL student teachers to collaborate, engage, and reflect on their ideas, beliefs, and teaching experiences. Such condition is a fertile ground that enables the student teachers' beliefs of language learning to change. Recent studies show that some education programs have changed the beliefs of student teachers. However, no studies have discussed the changes of beliefs of English as a Foreign Language (EFL) student teachers experienced in microteaching lesson study. This present study aims to investigate the effect of microteaching lesson study on EFL student teachers’ beliefs. The data were collected using a questionnaire on Beliefs About Language Learning Inventory (BALLI) adapted from Horwitz administered before and after microteaching lesson study. The participants were the EFL student teachers enrolling in a microteaching lesson study class at Universitas Muria Kudus. The study reveals that the beliefs of EFL student teachers did not change significantly after they experienced microteaching lesson study. Time seems to be one of the most influential factors in hindering the changes of beliefs of the EFL student teachers. Therefore, this study suggests that EFL student teachers be given more time to practise teaching in the microteaching course.

The purpose of this study was to investigate the influence of a microteaching lesson study on pre-service chemistry teachers’ collective pedagogical content knowledge (PCK) regarding solubility concepts. Three pre-service chemistry teachers participated in this study. Data were collected by means of lesson plans, semi-structured interviews, observations, and field notes. Results indicated that participants’ PCK shows uneven development in terms of its components. Specifically, pre-service chemistry teachers’ collective PCK was developed in all subcomponents with respect to the knowledge of instructional strategies component whereas only in some of the subcomponents with respect to the knowledge of curriculum, learner, and assessment. Time of assessment, knowledge of students’ alternative conceptions, and knowledge of the goals and objectives of the curriculum were the subcomponents changed in terms of knowledge of assessment, knowledge of learner, and knowledge of curriculum, respectively. Reflection on action, content knowledge, pedagogical knowledge, and previous experiences of participants were determined as factors influencing their collective PCK development. The present study has several implications for teacher educators.

The success of lesson study as an approach for teacher professional development in improving students’ learning has inspired the works on microteaching lesson study which is designed for student teachers in microteaching course. Some studies show that microteaching lesson study brought about positive result to student teachers’ pedagogical ability and content knowledge. However, that microteaching lesson study influences student teachers in their teaching internship, that is the course taken after microteaching where student teachers teach real students in real schools, has not been revealed yet. This study aims at exploring the influence of microteaching lesson study on the English as a Foreign Language (EFL) student teachers in teaching internship and to what extent the influence was to promote the EFL student teachers’ life-long learning to teach. It is a qualitative study with semi-structured group interview as the instrument of the research. The subject of the study was ten EFL student teachers who voluntarily participated in the study from twenty two student teachers. They had enrolled in a microteaching class that applied microteaching lesson study in the sixth semester and then took the teaching internship in the seventh semester. The finding of the study indicates that microteaching lesson study has considerably influences most of the EFL student teachers in gaining life-long learning to teach as they already implemented the steps of microteaching lesson study in their teaching internship initiatively. Finally, this study recommends teacher educators to adapt lesson study in microteaching course that can make the EFL student teachers to keep learning to teach.

The purpose of this study was to investigate the influence of a microteaching lesson study on pre-service chemistry teachers' collective pedagogical content knowledge (PCK) regarding solubility concepts. Three pre-service chemistry teachers participated in this study. Data were collected by means of lesson plans, semi-structured interviews, observations, and field notes. Results indicated that participants' PCK shows uneven development in terms of its components. Specifically, pre-service chemistry teachers' collective PCK was developed in all subcomponents with respect to the knowledge of instructional strategies component whereas only in some of the subcomponents with respect to the knowledge of curriculum, learner, and assessment. Time of assessment, knowledge of students' alternative conceptions, and knowledge of the goals and objectives of the curriculum were the subcomponents changed in terms of knowledge of assessment, knowledge of learner, and knowledge of curriculum, respectively. Reflection on action, content knowledge, pedagogical knowledge, and previous experiences of participants were determined as factors influencing their collective PCK development. The present study has several implications for teacher educators. [ABSTRACT FROM AUTHOR]

This study was conducted to enhance a small group of preservice science teachers' (PSTs') pedagogical content knowledge by adapting microteaching lesson study into Science Teaching Laboratory Applications course. The study was an action research including the researcher and 15 PSTs. Data was collected through video recordings of teaching practices, pre-practice group reports, post-practice individual reports, group interviews and the lecturer's notes. Content analysis was implemented for data analyses. Results showed that microteaching lesson study practices positively contributed to PSTs' development of subject matter knowledge, knowledge of learners, knowledge of representations and pedagogical content knowledge. However, participants' deficiencies in subject matter knowledge limited the effects of these practices. Implementing microteaching lesson study considering PSTs' qualifications related to subject matter knowledge was suggested for science teacher education programs. [ABSTRACT FROM AUTHOR]

Microteaching Lesson Study [MLS] combines elements of Japanese lesson study and microteaching. A case study of MLS was conducted with 18 prospective teachers in an initial course on learning to teach. Various data sources (i.e., pre- and post-lesson plans, MLS lesson plans, videotaped lessons, transcripts of group discussions, observation field notes, MLS group written reflective reports and feedback surveys) were triangulated. The pre- and post-lesson plans demonstrated growth in participants' knowledge of teaching aligned with an overarching student-learning process goal (i.e., mathematics reasoning). Active learning involving meaningful discussion, planning, and practice, support from a knowledgeable advisor, collaborative deliberation-in-process, and opportunity to trial, analyse and revise were aspects of MLS revealed as centrally important for prospective teacher learning through MLS. [Copyright &y& Elsevier]