Microteaching Guided by an Expert Secondary English Teacher: The Effect on Pre-Service English Teachers’ Pedagogical Content Knowledge

Authors

  • Siti Aimah Semarang State University, Indonesia
  • Dwi Rukmini Semarang State University, Indonesia
  • Mursid Saleh Semarang State University, Indonesia
  • Dwi Anggani Linggar Bharati Semarang State University, Indonesia

DOI:

https://doi.org/10.15823/p.2020.139.6

Keywords:

changes, effect, expert teacher, microteaching, pedagogical content knowledge, pre-service English teachers

Abstract

This study aims to determine the effect of microteaching guided by an expert secondary English teacher on pre-service English teachers PCK, focusing on the changes before and after expert-guided microteaching. The equivalent time-series design involves a single-group, repeatedly assessed, with the treatment introduced between the measurements. Expert-guided microteaching significantly affects pre-service English teachers’ PCK and triggers them to know what to teach and how to teach for students.

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Published

2020-11-16

How to Cite

Aimah, S., Rukmini, D., Saleh, M., & Bharati, D. A. L. (2020). Microteaching Guided by an Expert Secondary English Teacher: The Effect on Pre-Service English Teachers’ Pedagogical Content Knowledge. Pedagogika / Pedagogy, 139(3), 111–135. https://doi.org/10.15823/p.2020.139.6

Issue

Vol. 139 No. 3 (2020)

Section

Articles