Work

Active vs. Passive Microteaching Lesson Study: Effects on Pre-service Teachers’ Technological Pedagogical Content Knowledge

Year: 2019

Type: article

Abstract: The effects of the Active and Passive Microteaching Lesson Study (MLS) on the Technological Pedagogical Content Knowledge (TPCK) of the 18 pre-service Physics teachers were investigated using a pre-test-post-test quasi-experimental design. Scores from the content-based TPCK test, interview responses, and journal entries were analyzed using both quantitative and qualitative techniques, specifically, the Mann-Whitney U test, the Wilcoxon Signed Ranks test, the conceptual content analysis, and the constant comparative method. Results revealed that the Active Microteaching Lesson Study (Active MLS) provided more beneficial effects on the pre-service Physics teachers’ overall TPCK and certain components than the Passive MLS. The implications of the findings to research and practice were discussed. Recommendations for future research were also provided. https://doi.org/10.26803/ijlter.18.6. 11

Source: International Journal of Learning Teaching and Educational Research

DOI: 10.26803/ijlter.18.6.11

Author: Billy A. Danday

Institution: Leyte Normal University

Language: English

Topic: Mathematics Education and Teaching Techniques

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

Funder: Commission on Higher Education