Pre-Service Teachers’ Utilization of Digital Learning Tools in Microteaching Class

Irma Soraya, Fahmy Imaniar

Abstract


Microteaching, considered a well-established practice in teacher training or teacher education, deals with experience from learning to teaching. Pre-service teachers today, through microteaching classes, are expected to be able to cope with digital learning tools when they are practicing. Therefore, this study aims to explore pre-service teachers’ use of digital learning tools in microteaching classes. Through a qualitative approach to the case study, the result reveals 12 kinds of digital learning tools used by pre-service teachers in their practice in microteaching classes. Not only that but how they utilize those digital learning tools during their teaching practice is elicited in this study. Some are used in the material delivery, stimulation, assignment, and even assessment. An essential finding shows that pre-service teachers utilize more than two digital learning tools in a single practice. This study emphasizes that microteaching classes cannot be neglected as a way to develop pre-service teachers’ pedagogical competence through practices with relevant context and integration of the newest technological or digital tools that support the learning process.

Keywords


Digital learning tools; microteaching; pre-service teachers

Full Text:

PDF PDF

References


Ahmad, J. (2012). English Language Teaching (ELT) and Integration of Media Technology. Procedia - Social and Behavioral Sciences, 47, 924-929. https://doi.org/10.1016/j.sbspro.2012.06.758

Alelaimat, A. M., Ihmeideh, F. M. & Alkhawaldeh, M. F. (2020). Preparing preservice teachers for technology and digital media integration: Implications for early childhood teacher education programs. IJEC: International Journal of Early Childhood, 52, 299-317. https://doi.org/10.1007/s13158-020-00276-2

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

Bui, T. H. (2022). English teachers’ integration of digital technologies in the classroom. International Journal of Educational Research Open, 3, 100204. https://doi.org/10.1016/j.ijedro.2022.100204

Fazilla, S., Yus, A., & Muthmainnah, M. (2022). Digital literacy and TPACK’s impact on pre-service elementary teachers’ ability to develop science learning tools. Profesi Pendidikan Dasar, 9(1), 71–80. https://doi.org/10.23917/ppd.v9i1.17493

Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134-144. https://doi.org/10.1016/j.compedu.2011.10.009

Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Sage Publications.


Article Metrics

Abstract view : 0 times
PDF - 0 times PDF - 0 times

Refbacks

  • There are currently no refbacks.