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Micro-teaching to support student´s professional knowledge
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.ORCID iD: 0000-0002-9399-0159
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.ORCID iD: 0000-0002-4102-2148
2024 (English)In: Abstract Book, Malmö University , 2024, p. 482-483Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Research topic/aim

Several researchers (e.g., McDonald et al., 2013) have drawn attention to student teachers' challenges in developing profession-specific knowledge in today's organization with theoretical campus courses and work-based training at schools. McDonald et al. have shown a model for developing teacher students’ knowledge in teaching in a learning cycle in four areas:(a) analyzing teaching situations, (b) learning about activities through, e.g., modeling, (c) practicing teaching through micro-teaching, and (d) applying teaching with students in authentic situations. Younger students' mathematical development correlates strongly to their teachers' subject didactic knowledge (Ball et al., 2008). Additionally, micro-teaching develops student teachers' profession-specific knowledge (Pekdağ et al., 2020). This study investigates students' confidence in their ability to teach mathematics and how it changes when they conduct micro-teaching before their practice.

Theoretical framework

The theoretical framework relies on Bandura's theory of self-efficacity (1997), which deals with the individual's beliefs about competence, not teaching ability. However, there is a clear connection between teachers' perceptions of their competence and their students' performance, meaning that confidence in one's ability can guide how one teaches (Caprara et al., 2006).

Methodological design

The study was conducted in one course in mathematics. After lectures, the teachers supported the students to plan their lessons for preschool class students. The lessons were conducted in small groups on campus. Afterward, the students got oral feedback according to a structured observation protocol. The same lessons were later conducted at their practice. Finally, the process was discussed at seminars led by the teacher educators. Data collection has taken place through focus groups to capture the students' experience of micro-teaching and if/how it has changed their confidence in teaching mathematics. Theoretical tools of analysis are four aspects that support the development of self-esteem (Bandura, 1997): (a) staging experiences, (b) vicarious experiences, (c) social persuasion, and (d) physiological and emotional experiences.

Expected conclusions/findings

The students experienced micro-teaching as educational and felt well-prepared before teaching in class. Studying other student's teaching means that the students deepen their knowledge of other areas of mathematics and provide teaching ideas. Continuous feedback on limited content was perceived positively. After completing the micro-teaching process, the students experienced better self-confidence regarding planning, teaching, and teaching in mathematics. Relevance to Nordic educational research To teach teacher students in teaching is a challenge for every teacher educator in all Nordic countries. Therefore, this research on how to support student´s professional knowledge in teaching is interesting and relevant to teaching and teacher education.

Place, publisher, year, edition, pages
Malmö University , 2024. p. 482-483
Keywords [en]
support, student, micro-teaching
National Category
Learning
Identifiers
URN: urn:nbn:se:hv:diva-22753OAI: oai:DiVA.org:hv-22753DiVA, id: diva2:1920891
Conference
NERA 2024 53st Congress: Adventures of Education: Desires, Encounters and Differences MARCH 6. – 8., 2024 – Malmö, Sweden
Available from: 2024-12-12 Created: 2024-12-12 Last updated: 2024-12-12

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Ekström, SaraLundström, Marita

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CiteExportLink to record
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Citation style
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