Abstract
The success of lesson study as an approach for teacher professional development in improving students’ learning has inspired the works on microteaching lesson study which is designed for student teachers in microteaching course. Some studies show that microteaching lesson study brought about positive result to student teachers’ pedagogical ability and content knowledge. However, that microteaching lesson study influences student teachers in their teaching internship, that is the course taken after microteaching where student teachers teach real students in real schools, has not been revealed yet. This study aims at exploring the influence of microteaching lesson study on the English as a Foreign Language (EFL) student teachers in teaching internship and to what extent the influence was to promote the EFL student teachers’ life-long learning to teach. It is a qualitative study with semi-structured group interview as the instrument of the research. The subject of the study was ten EFL student teachers who voluntarily participated in the study from twenty two student teachers. They had enrolled in a microteaching class that applied microteaching lesson study in the sixth semester and then took the teaching internship in the seventh semester. The finding of the study indicates that microteaching lesson study has considerably influences most of the EFL student teachers in gaining life-long learning to teach as they already implemented the steps of microteaching lesson study in their teaching internship initiatively. Finally, this study recommends teacher educators to adapt lesson study in microteaching course that can make the EFL student teachers to keep learning to teach.
Highlights
Being a language teacher requires knowledge and skills such as content knowledge and pedagogical knowledge, and the adaptive character to keep learning to teach
Microteaching lesson study draws the elements from lesson study as well as its steps and give the student teachers the collaborative experience during their microteaching class where they must teach in front of a small group of their peers or real students
This study aims to investigate whether the experience of microteaching lesson study they had in their microteaching class influences their teaching internship program
Summary
Being a language teacher requires knowledge and skills such as content knowledge and pedagogical knowledge, and the adaptive character to keep learning to teach. Second language teacher education (SLTE) - the term covers both second and foreign language teacher education views teachers as learners of teaching. They learn to teach by participating in social practices and contexts related to learning and teaching. It is significant to design activities that enable student teachers to be actively engaged in learning and teaching. Such activities are present in microteaching lesson study
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