Optimisation of Critical Thinking, Creative Thinking, Collaboration, and Communication (4C) in the Micro Teaching Programme in the Department of Elementary School Teacher Education

Abstract

Background: To enhance pedagogical competence, teacher education programme must develop 21st-century skills, specifically the 4C (critical thinking, creative thinking, collaborative thinking, and communication). Objective: This study aims to optimise the implementation of the 4C skills within micro-teaching sessions in the primary school teacher education programme. Methodology: A survey method was utilised, employing observation sheets and questionnaires as instruments. The study involved 235 students from the department of elementary school teacher education in Universitas Sebelas Maret. Results: The findings indicate that aspects such as lesson planning and preparation, implementation, student involvement in micro-teaching, student participation, use of technology, and reflection and feedback from instructors are below 50%. Additionally, the integration of critical thinking, creative thinking, collaboration, and communication in micro-teaching sessions has yet to be achieved. Unique Contribution: This study highlights the gaps in the current implementation of microteaching, particularly the under-integration of 4C skills, which are essential for modern educational practices. Conclusion: The current micro-teaching practices in the Department of Elementary School Teacher Education need to be revised to foster 4C skills among students. Key Recommendation: Comprehensive strategies should be developed and implemented to integrate 4C skills into micro-teaching sessions, including enhanced instructor training and the use of technology to facilitate interactive and collaborative learning environments.

Keywords

• microteaching models
• 21-st century skills
• pedagogical abilities
• teacher candidate