Objectives The purpose of this study is to explore the perception of good instruction that secondary pre-service
 teachers think by applying semantic network analysis.
 Methods For this purpose, data were collected using open questionnaires targeting 334 Secondary School preservice
 teachers. Keywords, centrality index, and bigrams were extracted through the collected data and the main
 results were visualized.
 Results The results were as follows: First, regarding the perception of good instruction, ‘instruction’ is located in
 the middle of the cognitive structure and forms the relationship and connection strength based on the words
 ‘student’, ‘teacher’, ‘thinking’, ‘class contents’, and ‘knowledge’. This means that ‘instruction’ is located in the middle
 of the recognition structure, and the relationship and connection strength were formed based on the words
 of ‘student’, ‘teacher’, ‘thinking’, ‘class contents’, ‘knowledge’. Second, it was found that the main perceptions of
 good instruction were classes that convey subject knowledge so that students can understand the contents of the
 class well, classes that include active participation activities of students, classes that draw students' interest,
 classes with questions that can give various thoughts or opinions, classes that educate students to have learning
 goals, and classes that interact with teachers and students.
 Conclusions The results of this study will provide teachers with a good opportunity to reflect on the instruction,
 and it can be used as useful information for practical directions such as class planning for good instruction.
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