Exploring Thinking and Speaking Patterns of Pre-service Teachers in Microteaching: A Cognitive-Reflective Perspective

Nurrahmah Nurrahmah; Abdul Rahman; Suwardi Annas

doi:10.47134/ppm.v2i3.1652

Authors

Nurrahmah Universitas Negeri Makassar
Abdul Rahman Universitas Negeri Makassar
Suwardi Annas Universitas Negeri Makassar

DOI:

https://doi.org/10.47134/ppm.v2i3.1652

Keywords:

Reflective Thinking Patterns; Pedagogical Speaking Patterns; Microteaching; Pre-service Teachers; Thematic Analysis

Abstract

This study aims to explore patterns of reflective thinking in pre-service teachers’ oral communication during microteaching sessions. It employed a qualitative approach with an exploratory case study design. The participants were sixth-semester students of the Mathematics Education Study Program enrolled in a microteaching course. Data were collected through participant observation, semi-structured interviews, and video documentation of teaching practices, and analyzed using thematic analysis. The findings revealed five key patterns: (1) internal selection of main ideas prior to speaking, (2) a tendency to lose the main ideas during elaboration, (3) the significant influence of content mastery on communication structure, (4) limitations in idea development, and (5) irregularities in oral delivery. These patterns suggest that students have not fully engaged in reflective thinking processes when speaking in front of the class. The study concludes that integrating a cognitive-reflective approach into microteaching training is essential to enhance students' ability to manage ideas and construct systematic, meaningful communication. This research contributes to the development of more reflective and idea-focused learning designs for pre-service teacher education.

References

Alexander, R. (2008). Culture, dialogue and learning: Notes on an emerging pedagogy. Exploring Talk in School, 2008, 91–114. DOI: https://doi.org/10.4135/9781446279526.n6

Allen, D., & Ryan, K. (1969). Microteaching reading. Massachusetts: Addir on-Wesley.

Amobi, F. (2005). Preservice teachers’ reflectivity on the sequence and consequences of teaching actions in a microteaching experience. Teacher Education Quarterly, 32(1), 115–128. http://www.teqjournal.org/backvols/2005/32_1/amobi.pdf

Amobi, F. A., & Irwin, L. (2009). Implementing on-Campus Microteaching to Elicit Preservice Teachers’ Reflection on Teaching Actions: Fresh Perspective on an Established Practice. Journal of the Scholarship of Teaching and Learning, 9(1), 27–34. https://acces.bibl.ulaval.ca/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ854876&lang=fr&site=ehost-live

Angrosino, M. (2007). Doing ethnographic and observational research. Sage. DOI: https://doi.org/10.4135/9781849208932

Baddeley, A. (2003). Working memory and language: An overview. Journal of Communication Disorders, 36(3), 189–208. DOI: https://doi.org/10.1016/S0021-9924(03)00019-4

Bamberger, J., & Schön, D. A. (1983). Learning as reflective conversation with materials: Notes from work in progress. Art Education, 36(2), 68–73. DOI: https://doi.org/10.2307/3192667

Battiste, M., Chomsky, N., Denzin, N. K., Fine, M., Gill, R., Grande, S., Hall, B. L., Lather, P., Leonardo, Z., & Lincoln, Y. S. (2018). Dissident knowledge in higher education. University of Regina Press.

Boud, D., Keogh, R., & Walker, D. (2013). Reflection: Turning experience into learning. Routledge. DOI: https://doi.org/10.4324/9781315059051

Boyd, M. P., Markarian, W. C., Boyd, M. P., & Markarian, W. C. (2011). Language and Education Dialogic teaching : talk in service of a dialogic stance Dialogic teaching : talk in service of a dialogic stance. October 2012, 37–41. DOI: https://doi.org/10.1080/09500782.2011.597861

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. DOI: https://doi.org/10.1191/1478088706qp063oa

Cresswell, J. (2013). Qualitative inquiry & research design: Choosing among five approaches.

Creswell, J. W. (2012). Collecting qualitative data. In Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Fourth ed. Boston: Pearson.

Farrell, T. S. C. (2012). Novice‐service language teacher development: Bridging the gap between preservice and in‐service education and development. Tesol Quarterly, 46(3), 435–449. DOI: https://doi.org/10.1002/tesq.36

Fernández, M. L. (2010). Investigating how and what prospective teachers learn through microteaching lesson study. Teaching and Teacher Education, 26(2), 351–362. https://doi.org/10.1016/j.tate.2009.09.012 DOI: https://doi.org/10.1016/j.tate.2009.09.012

Feryok, A., & Pryde, M. (2012). Images as orienting activity: Using theory to inform classroom practices. Teachers and Teaching, 18(4), 441–454. DOI: https://doi.org/10.1080/13540602.2012.696045

Flick, U. (2018). Triangulation in data collection. The SAGE handbook of qualitative data collection. DOI: https://doi.org/10.4135/9781526416070

Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1), 59–82. DOI: https://doi.org/10.1177/1525822X05279903

Kane, R., Sandretto, S., & Heath, C. (2004). An investigation into excellent tertiary teaching: Emphasising reflective practice. Higher Education, 47, 283–310. DOI: https://doi.org/10.1023/B:HIGH.0000016442.55338.24

Koross, R. (2016). Micro Teaching an Efficient Technique for Learning Effective Teaching Skills: Pre-service Teachers’ Perspective. IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455–2526), 4(2), 289. https://doi.org/10.21013/irajems.v4.n2.p7 DOI: https://doi.org/10.21013/irajems.v4.n2.p7

Korthagen, F. A. J. (2010). Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26(1), 98–106. DOI: https://doi.org/10.1016/j.tate.2009.05.001

Kpanja, E. (2001). A study of the effects of video tape recording in microteaching training. British Journal of Educational Technology, 32(4), 483–486. DOI: https://doi.org/10.1111/1467-8535.00215

Levelt, W. J. M. (1992). Accessing words in speech production: Stages, processes and representations. Cognition, 42(1–3), 1–22. DOI: https://doi.org/10.1016/0010-0277(92)90038-J

Lincoln, Y. S., & Guba, E. G. (1988). Criteria for Assessing Naturalistic Inquiries as Reports.

Loughran, J. J. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33–43. DOI: https://doi.org/10.1177/0022487102053001004

Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1609406917733847. DOI: https://doi.org/10.1177/1609406917733847

Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42, 533–544. DOI: https://doi.org/10.1007/s10488-013-0528-y

Remesh, A. (2013). Microteaching an efficient technique for learning effective teaching. Journal of Research in Medical Sciences: The Official Journal of Isfahan University of Medical Sciences, 18(2), 158.

Saban, A., & Çoklar, A. N. (2013). Pre-Service Teachers’ Opinions about the Micro-Teaching Method in Teaching Practise Classes. Turkish Online Journal of Educational Technology-TOJET, 12(2), 234–240.

Schön, D. A. (1987). Educating the reflective practitioner.

Shiffrin, R. M., & Schneider, W. (1977). Controlled and automatic human information processing: II. Perceptual learning, automatic attending and a general theory. Psychological Review, 84(2), 127. DOI: https://doi.org/10.1037//0033-295X.84.2.127

Shulman, L. S. (1991). Ways of seeing, ways of knowing: Ways of teaching, ways of learning about teaching. J. Curriculum Studies, 23(5), 393–395. DOI: https://doi.org/10.1080/0022027910230501

Sweller, J. (2011). Cognitive load theory. In Psychology of learning and motivation (Vol. 55, pp. 37–76). Elsevier. DOI: https://doi.org/10.1016/B978-0-12-387691-1.00002-8

Taggart, G. L., & Wilson, A. P. (2005). Promoting reflective thinking in teachers: 50 action strategies. Corwin Press.

Trilokekar, R. D., & Kukar, P. (2011). Disorienting experiences during study abroad: Reflections of pre-service teacher candidates. Teaching and Teacher Education, 27(7), 1141–1150. DOI: https://doi.org/10.1016/j.tate.2011.06.002

Ujene, A. O., & Edike, U. E. (2015). Effectiveness of written, verbal and nonverbal communications: Perceptive X-ray of construction internal stakeholders in developing countries. International Journal of Architecture, Engineering and Construction, 4(1), 40–52. DOI: https://doi.org/10.7492/IJAEC.2015.005

Walsh, S. (2006). Investigating classroom discourse. Routledge. DOI: https://doi.org/10.4324/9780203015711

Zeichner, K. (1996). Designing educative practicum experiences for prospective teachers. Currents of Reform in Preservice Teacher Education, 215–234.

Zeichner, K. M., & Liston, D. P. (2013). Reflective teaching: An introduction. Routledge. DOI: https://doi.org/10.4324/9780203771136

Zeichner, K., & Wray, S. (2001). The teaching portfolio in US teacher education programs: What we know and what we need to know. Teaching and Teacher Education, 17(5), 613–621. DOI: https://doi.org/10.1016/S0742-051X(01)00017-8