Enhancing TPACK skills through CFR-based microteaching:Pre-service teachers' learning experiences
Pages 24 - 29
Abstract
This study aimed to investigate the learning experiences of pre-service teachers (PSTs) as they performed microteaching activities designed to improve TPACK skills through collaboration, feedback, and reflection. The intervention consisted of five stages: familiarizing with the TPACK framework, lesson planning, microteaching, another round of lesson planning, and final demonstration teaching. The participants of the study involved two intact classes of 48 third-year science PSTs from a teacher education institution in the Bicol region, Philippines. Qualitative data of the PSTs’ learning experience were obtained from their responses to the TPACK integration questionnaire, journal, and interview. Creswel's thematic analysis was performed, resulting in three themes, namely: (1) TPACK integration strategies as an opportunity to learn and practice teaching, (2) Drivers for TPACK enhancement, and (3) students’ difficulties and challenges for effective TPACK integration. In summary, the PSTs had a positive learning experience in microteaching.
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- Enhancing TPACK skills through CFR-based microteaching:Pre-service teachers' learning experiences
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March 2024
474 pages
ISBN:9798400717062
DOI:10.1145/3670013
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Published: 06 September 2024
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- Department of Science and Technology - Science Education Institute - Capacity Building Program for Science and Mathematics Education
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IC4E 2024
IC4E 2024: 2024 the 15th International Conference on E-Education, E-Business, E-Management and E-Learning
March 18 - 21, 2024
Fukuoka-shi, Japan
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