A study on the growth of elementary pre-service teachers’ teaching skills through online English microteaching

Abstract

This study aims to investigate how elementary pre-service teachers develop their teaching skills through online English microteaching. In particular, it aims to explore what pre-service teachers learned while preparing, demonstrating, and reflecting on their online microteaching. For the analysis, 30 pre-service teachers’ reflection journals were qualitatively analyzed and the instructor’s note and video-recorded microteaching were analyzed as needed. Pre-service teachers began to understand how to utilize the new teaching platform and find ways to conduct online classes by observing each others’ microteaching and discussing the merits and problems of online classes. In online classes, as teachers’ gestures were less effective, much attention began to be paid to producing effective PowerPoint slides. In order to check students’ responses and to encourage students’ participation, they started using features such as whiteboards, annotations, and private chat. Also the breakout rooms were properly used after several attempts. Prior to their online microteaching, pre-service teachers held several video conferences with group members to practice on a new teaching platform, which could enhance their professionalism as elementary school teachers. Based on the results of the study, several implications for pre-service teacher education are suggested.