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

Billy A. Danday

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


Keywords


lesson study (LS), microteaching, pre-service teachers, science teaching, technological pedagogical content knowledge (TPCK)

Full Text:

PDF

References


Alev, N., Karal-Eyuboglu, I., & Yigit, N. (2012). Examining pre-service physics teachers’ pedagogical content knowledge (PCK) with Web 2.0 through designing teaching activities. Procedia - Social and Behavioral Sciences 46, 5040 – 5044.

Akkuş, H., Üner, S. (2017). The Effect of microteaching on pre-service Chemistry teachers’ teaching experiences. Cukurova University Faculty of Education Journal, 46 (1), 202-230. doi:10.14812/cuefd.309459.

Archambault, L., & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71-88.

Barrett, D., Riggs, L., & Ray, J. (2013). Teachers’ collaborative use of the lesson study approach to foster student achievement in Geometry. International Journal of Social Sciences & Education, 3(4), 1188-1192.

Cajkler, W., Wood, P., Norton, J., Pedder, D., & Xu, H. (2015). Teacher perspectives about lesson study in secondary school departments: A collaborative vehicle for professional learning and practice development. Research Papers in Education, 30(2), 192-213.

Cavin, R. (2007). Developing technological pedagogical content knowledge in preservice teachers through microteaching lesson study. Published Dissertation. Ann Arbor, MI: ProQuest Information and Learning Center/UMI.

Cerbin, W., & Kopp, B. (2006). Lesson study as a model for building pedagogical knowledge and improving teaching. International Journal of Teaching and Learning in Higher Education, 18(3), 250-257.

Chai, C. S., Koh, J. H., & Tsai, C.-C. (2010). Facilitating preservice teachers' development of technological, pedagogical, and content knowledge (TPACK). Educational Technology & Society, 13 (4), 63–73.

Chang, Y., Tsai, M.-F., & Jang, S.-J. (2014). Exploring ICT use and TPACK of science teachers in two contexts. US-China Education Review A, 4(5), 298-311.

Chew, C., & Lim, C. (2013). Developing pre-service teachers' technological pedagogical content knowledge for teaching mathematics with the geometer's sketchpad through lesson study. Journal of Education and Learning, 2(1), 1-8.

Choy, D., Wong, A., Lim, K., & Chong, S. (2013). Beginning teachers' perceptions of their pedagogical knowledge and skills in teaching: A three-year study. Australian Journal of Teacher Education, 38(5), 68-79.

Cox, S. (2008). A conceptual analysis of the technological pedagogical content knowledge. Published Dissertation. Ann Arbor: Proquest LLC/UMI.

Elipane, L. (2012). Integrating the essential elements of lesson study in pre-service mathematics teacher education. Published Dissertation. Copenhagen: Department of Science Education, Copenhagen University.

Ervin, L. (2014). Assessing student learning with teachnology: A descriptive study of technology-using teacher practice and technological pedagogical content knowledge. Published Dissertation. Ann Arbor: ProQuest LCC/UMI.

Fernandez, C. (2002). Learning from Japanese approaches to professional development: The case of lesson study. Journal of Teacher Education, 53(5), 393-405. doi:10.1177/002248702237394.

Gurl, T. (2009). An analysis of an adaptation of lesson study with preservice secondary mathematics teachers. Published Dissertation. Ann Arbor, MI: ProQuest LLC/UMI.

Haley-Mize, S. (2011). The effect of instructional methodology on pre-service educators' level of technological pedagogical content knowledge. Ann Arbor, MI: ProQuest LLC/UMI.

Harris, J., Phillips, M., Koehler, M., & Rosenberg, J. (2017). TPCK/TPACK research and development: Past, present, and future directions. Australasian Journal of Educational Technology, 33(3), i-viii. https://doi.org/10.14742/ajet.3907.

Hixon, M. (2009). Lesson study: A proposed intervention for professional development and student achievement. Published Dissertation. Ann Arbor, MI: ProQuest LLC/UMI.

Holland, D. (2014). Technological pedagogical content knowledge (TPACK) competencies of preservice teachers at a small rural university. Published Dissertation. Ann Arbor, MI: ProQuest LLC/UMI.

Kanellopoulou, E.M., Darra, M. (2018). The implementation of the lesson study approach to secondary education in Greece: The case of the literature lesson. International Journal of Learning, Teaching and Educational Research, 17(7), 94-105. https://doi.org/10.26803/ijlter.17.7.6.

Knowles, M. (1984). The adult learner: A neglected species (3rd ed.). Houston, TX: Gulf Publishing Company.

Koehler, M., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

Koehler, M., Mishra, P., Akcaoglu, M., & Rosenberg, J. (2013). The technological pedagogical content knowledge framework for teachers and teacher educators. East Lansing, MI: Commonwealth Educational Media Centre for Asia.

Kolenda, R. (2007). Japanese lesson study, staff development, and science education reform - The Neshaminy story. Science Educator, 16(1), 29-33.

Laal, M., & Laal, M. (2012). Collaborative learning: What is it? Procedia - Social and Behavioral Sciences 31, 491-495.

Lewis, C. (2002). Does lesson study have a future in the united states? Nagoya Journal of Education and Human Development 1, 1-23.

Lewis, C., Perry, R., & Hurd, J. (2004). A deeper look at lesson study. Educational Leadership, 18-22.

Lewis, C., Perry, R., & Hurd, J. (2009). Improving mathematics instruction through lesson study: A theoretical model and North American case. Journal of Mathematics Teacher Education, 12, 285-304. doi:10.1007/s10857-009-9102-7.

Lucenario, J., Yangco, R., Punzalan, A., & Espinosa, A. (2016). Pedagogical content knowledge-guided lesson study: Effects on teacher competence and students’ achievement in Chemistry. Education Research International, 2016, 1-9.

McDowell, A. (2010). Preservice teachers’ use of lesson study in teaching Nature of Science. Published Dissertation. Georgia State University. https://scholarworks.gsu.edu/msit_diss/65

Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(16), 1017-1054.

Morrison, A., & Luttenegger, K. (2015). Measuring pedagogical content knowledge using multiple points of data. The Qualitative Report, 20(6), 804-816.

Mudzimiri, R. (2012). A study of the development of technological pedagogical content knowledge (TPACK) in preservice secondary mathematics teachers. Published Dissertation. Ann Arbor, MI: ProQuest LLC/UMI.

Nathan, E. (2009). An examination of the relationship between preservice teachers' level of technology integration self-efficacy (TISE) and level of technological pedagogical content knowledge (TPACK). Published Dissertation. Ann Arbor, MI: ProQuest LLC/UMI.

Niess, M. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education 21, 509–523.

Ozturk, I. (2012). Wikipedia as a teaching tool for technological pedagogical content knowledge (TPCK) development in pre-service history teacher education. Educational Research and Review, 7(7), 182-191.

Quilario, K. (2014). Biology modelling-based lesson study: Effects on teacher self-efficacy and student critical thinking. Diliman, Quezon City: Unpublished Master's Thesis, UP College of Education.

Remesh, A. (2013). Microteaching, an efficient technique for learning effective teaching. Journal of Research in Medical Sciences, 18, 158-63.

Sentumbwe, D. (2018). Student-teachers’ experiences of microteaching on an economics

a. methods course. African Research Review, 12(2), 101-108. http://dx.doi.org/10.4314/afrrev.v12i2.10.

Schmidt, D., Baran, E., Thompson, A., Koehler, M., Mishra, P., & Shin, T. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149.

Teele, S., Maynard, D., & Marcoulides, G. (2015). The lesson study process - An effective intervention to reduce the achievement gap. US-China Education Review, 229-243.

Terpstra, M. (2009). Developing technological pedagogical content knowledge: preservice teachers' perceptions of how they learn to use educational technology in their teaching. Published Dissertation. Ann Arbor, MI: ProQuest LLC/UMI.

Tokmak, H., Yelken, T., & Konokman, G. (2013). Pre-service teachers’ perceptions on development of their IMD competencies through TPACK-based activities. Educational Technology & Society, 16(2), 243–256.


Refbacks



e-ISSN: 1694-2116

p-ISSN: 1694-2493