Preservice teachers' reflections on lesson study integration into a microteaching course

Abstract

This study aimed to determine the impact of lesson study taught in a microteaching course on improving the pedagogical skill of preservice teachers. Learning video analysis, self-assessment, and peer assessment of collaboration skills were used to measure increases in pedagogical skills. In total, 18 preservice teachers participated in this study. The author analyzed the critical reflection conducted by preservice teachers after they acted as model teachers and the final reflection about the course as the primary data in the research. The research results showed positive attitudes of preservice teachers toward integrating lesson study into microteaching courses. Analysis of the learning videos showed that preservice teachers could impact their learning climate by applying lesson study-based microteaching (LSbM). Support for the quantitative analysis of self- and peer-assessment of collaboration skills also showed a significant increase in collaboration skills. Applying LSbM increased students’ understanding of learning methods, learning technology, and student involvement in learning. It also encouraged students to employ collaboration and reflection in their future learning. The findings and impact of this study were to provide an overview for educational universities regarding the impact of using LSbM on increasing the pedagogical skill of their current teacher candidates, as well as the impact on the professional development of their graduate teachers in the future. Universities can use this model in their microteaching courses to prepare prospective teachers according to current needs.

Keywords

• Lesson study
• Lesson study-based microteaching
• Microteaching
• Preservice teacher training