Examine the Impact of Microteaching With Peers or Students in Preservice Science Teacher Education

• In Event: Supporting Preservice Science and Mathematics Teacher Learning

Abstract

Situated learning has a critical role in practice-based teacher education where pre-service teachers (PST) gain experience with target teaching practices through cognitive apprenticeship in the field or simplified teaching under a controlled condition during course work (i.e. micro-teaching). In this study, we examined the authenticity of situation from the perspective of students by comparing the teaching practices of two groups of PSTs working with real students and peers who act as students respectively during micro-teaching. The findings showed that micro-teaching tasks contributed to the PSTs’ practices in the full teaching and there was no difference between the two groups of PSTs. We also discussed possible explanations of this finding and implications to PST education.

Authors

• Jianlan Wang, Texas Tech University

• Yuanhua Wang, West Virginia University