Developing Pedagogical Content Knowledge of Mathematics Pre-Service Teacher through Microteaching Lesson Study

Autor/inn/en	Murtafiah, Wasilatul; Lukitasari, Marheny
Titel	Developing Pedagogical Content Knowledge of Mathematics Pre-Service Teacher through Microteaching Lesson Study
Quelle	13 (2019) 2, S.201-218 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1978-0044
Schlagwörter	Mathematics Teachers; Mathematics Instruction; Preservice Teachers; Preservice Teacher Education; Pedagogical Content Knowledge; Communities of Practice; Microteaching; Teacher Competencies; Lesson Plans; Planning; Learning Activities; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Lehramtsstudiengang; Lehrerausbildung; Pädagogische Kompetenz; Community; Lehrkunst; Lesson planning; Unterrichtsplanung; Ablaufplanung; Planungsprozess; Lernaktivität; Ausland; Indonesien
Abstract	This research aimed to describe pedagogical content knowledge of mathematics pre-service teacher through the lesson study application in microteaching. This descriptive qualitative research was conducted in Universitas PGRI Madiun with Mathematics pre-service teachers as subjects. The data were collected through observation, unstructured interviews, and documentation. Data from learning practice and pedagogical content knowledge were analyzed based on a scoring criteria framework that refers to microteaching assessment guidelines. The results showed that there was an increase in mathematics pre-service teacher learning practice (lesson planning increased from average to good, pre-learning activities increased from average to good, while learning activities increased from average to good, and closing activities increased from average to good). There was an increase in mathematics pre-service teacher content knowledge (increased in concept mastery from average to good and increased in material understanding from average to good). There was also an increase in mathematics pre-service teacher pedagogical knowledge (increased in clarity of learning scenarios from average to excellent, increase in the ability to use learning media from average to good, increase in the appropriateness of assessment techniques with learning objectives from average to good). (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01