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Exploring On-Campus and in Real School Classroom Microteaching Practices: The Effect on The Professional Development of Preservice Teachers

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Title: Exploring On-Campus and in Real School Classroom Microteaching Practices: The Effect on The Professional Development of Preservice Teachers
Language: English
Authors: Pekdag, Bülent, Dolu, Gamze, Ürek, Handan (ORCID 0000-0002-3593-8547), Azizoglu, Nursen
Source: International Journal of Science and Mathematics Education. Aug 2021 19(6):1145-1166.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Microteaching, Preservice Teacher Education, Science Teachers, Foreign Countries, Elementary School Science, Student Teaching
Geographic Terms: Turkey
DOI: 10.1007/s10763-020-10109-2
ISSN: 1571-0068
Abstract: The aim of this study was to determine the professional developments of science teacher candidates over 14 weeks of microteaching practices. The sample for the study was comprised of 9 teacher candidates aged 21-23 who were studying their final year (4th year) in an elementary science education undergraduate programme of an education faculty in the western part of Turkey. The teaching practice course in which all the participants were enrolled is an 8-hour-required course. A 2-hour face to face theoretical part of this course is conducted at the university, and a 6-hour application part is conducted in a real school environment. In the study, nine preservice teachers taught three science topics at their practice schools, supported by the theoretical knowledge provided to them by academic staff. Data were collected using the "Teachers' Development Scale." It was assumed that the obtained data reflected the level of the professional development with respect to pedagogical, pedagogical content and content knowledge competences of the preservice teachers. Quantitative approaches were utilised in the data analysis. As a result, it was found that the competence scores of all the preservice teachers increased with the microteaching applications. Also, competence scores showed statistically significant differences over the practice sessions with respect to the academic achievement levels of the preservice teachers.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1305951
Database: ERIC
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  Value: <anid>AN0151860579;[3d0g]01aug.21;2021Aug13.04:22;v2.2.500</anid> <title id="AN0151860579-1">Exploring On-Campus and in Real School Classroom Microteaching Practices: the Effect on the Professional Development of Preservice Teachers </title> <p>The aim of this study was to determine the professional developments of science teacher candidates over 14 weeks of microteaching practices. The sample for the study was comprised of 9 teacher candidates aged 21–23 who were studying their final year (4th year) in an elementary science education undergraduate programme of an education faculty in the western part of Turkey. The teaching practice course in which all the participants were enrolled is an 8-hour-required course. A 2-hour face to face theoretical part of this course is conducted at the university, and a 6-hour application part is conducted in a real school environment. In the study, nine preservice teachers taught three science topics at their practice schools, supported by the theoretical knowledge provided to them by academic staff. Data were collected using the Teachers' Development Scale. It was assumed that the obtained data reflected the level of the professional development with respect to pedagogical, pedagogical content and content knowledge competences of the preservice teachers. Quantitative approaches were utilised in the data analysis. As a result, it was found that the competence scores of all the preservice teachers increased with the microteaching applications. Also, competence scores showed statistically significant differences over the practice sessions with respect to the academic achievement levels of the preservice teachers.</p> <p>Keywords: Content knowledge; Pedagogical knowledge; Pedagogical content knowledge; Preservice science teachers</p> <p>Electronic supplementary material The online version of this article (https://doi.org/10.1007/s10763-020-10109-2) contains supplementary material, which is available to authorized users.</p> <hd id="AN0151860579-2">Introduction</hd> <p>Teachers assist students to become qualified by guiding them through the education and learning processes, beginning from pre-school on through their higher education. Since teaching does not imply simple transfer of knowledge, learning how to teach is often found to be a difficult process (Fernandez, [<reflink idref="bib18" id="ref1">18</reflink>]). The varying needs of qualified teachers make planning teacher education programmes a challenging process. Therefore, teacher education programmes cover a range of courses that help teacher candidates to develop competencies in teaching (de Lange & Nerland, [<reflink idref="bib15" id="ref2">15</reflink>]).</p> <p>One of the courses in teacher education programmes in Turkey is the teaching practice course used to facilitate the acquisition of the knowledge and skills, and provide experience on teaching for the teacher candidates. The course involves theoretical and practice parts each conducted in different settings. The theoretical part is taken in on-campus classes while the practice part is performed in a real school environment. Thus, the course integrates theory of teaching and teaching practice. The practice part of the course consists mainly of the teaching sessions, namely microteaching.</p> <p>Microteaching is defined "as a system of controlled practice that makes it possible to concentrate on specified teaching behaviour and to practices teaching under controlled conditions" (Allen & Eve, [<reflink idref="bib2" id="ref3">2</reflink>]; Arsal, [<reflink idref="bib4" id="ref4">4</reflink>]). Microteaching was first used in medicine at Stanford University in the 1960s to promote the quality of students, and then, it was applied for teacher training. The idea of microteaching as a teacher-training technique originated at Stanford University (teacher education programme) in the USA in 1963. Microteaching has been used in studies from medical to teacher education (Karlström & Hamza, [<reflink idref="bib27" id="ref5">27</reflink>]; Reddy, [<reflink idref="bib41" id="ref6">41</reflink>]). The method of microteaching was shown to achieve significant improvement in the teaching experiences of preservice teachers (Arsal, [<reflink idref="bib4" id="ref7">4</reflink>]; Benton-Kupper, [<reflink idref="bib6" id="ref8">6</reflink>]).</p> <hd id="AN0151860579-3">Literature Review</hd> <p>Teacher education programmes train teacher candidates so they have adequate content knowledge, pedagogical knowledge and hands-on experience before they begin their in-service teaching experience (Schroth & Helfer, [<reflink idref="bib44" id="ref9">44</reflink>]). Microteaching has become a teacher-training education procedure well known for its effectiveness in increasing the level of the teachers' competencies (Allen & Eve, [<reflink idref="bib2" id="ref10">2</reflink>]).</p> <hd id="AN0151860579-4">Teachers' Professional Competences</hd> <p>Teachers' professional competencies were the focus of many research studies among which the Shulman's study had a strong influence on later works. Shulman ([<reflink idref="bib45" id="ref11">45</reflink>]) states that the professional competences teachers should possess are as follows: (<reflink idref="bib1" id="ref12">1</reflink>) content knowledge (CK), (<reflink idref="bib2" id="ref13">2</reflink>) pedagogical knowledge (PK), (<reflink idref="bib3" id="ref14">3</reflink>) pedagogical content knowledge (PCK), (<reflink idref="bib4" id="ref15">4</reflink>) knowledge related to students and their characteristics, (<reflink idref="bib5" id="ref16">5</reflink>) programme knowledge, (<reflink idref="bib6" id="ref17">6</reflink>) knowledge related to the educational environment and (<reflink idref="bib7" id="ref18">7</reflink>) knowledge related to the aims, targets, values, philosophical and historical fundamentals of education. CK is the knowledge related to the subject matter being taught. Teachers should have an in-depth knowledge of the concepts, theories, ideas and realities, as well as evidence and relating to the subject matter they will be teaching (Koehler & Mishra, [<reflink idref="bib29" id="ref19">29</reflink>]). The quality and quantity of the teacher's knowledge of the subject matter not only are significant in terms of the teaching process (Sperandeo-Mineo, Fazio, & Tarantino, [<reflink idref="bib47" id="ref20">47</reflink>]), but also provide teachers with an awareness of students' possible misconceptions (Halim & Meerah, [<reflink idref="bib20" id="ref21">20</reflink>]). PK is the knowledge related to the general qualities of education, such as classroom management, methods of teaching, procedure, communication skills, applications, questioning strategies and evaluation (Mishra & Koehler, [<reflink idref="bib39" id="ref22">39</reflink>]; Sperandeo-Mineo, Fazio, & Tarantino, [<reflink idref="bib47" id="ref23">47</reflink>]). PCK first introduced by Shulman ([<reflink idref="bib45" id="ref24">45</reflink>]) refers to the knowledge needed to determine the best methods and techniques with which content can be transferred to students (Zeidler, [<reflink idref="bib52" id="ref25">52</reflink>]). PCK can be described then as the skills necessary to create content for teaching through the use of appropriate teaching methods and strategies that will eliminate students' misunderstandings and misconceptions by considering their pre-knowledge of the content to be taught (Koehler & Mishra, [<reflink idref="bib29" id="ref26">29</reflink>]). PCK is the integration or the synthesis of teachers' PK and CK (Cochran, [<reflink idref="bib11" id="ref27">11</reflink>]). Accordingly, teachers are required to know all the elements of content as well as the most appropriate teaching methods and techniques to be used for that content.</p> <p>The professional teaching competences reported in other studies could be assumed as variations of Shulman's ([<reflink idref="bib45" id="ref28">45</reflink>]) categorisation (Cochran, DeRuiter, & King, [<reflink idref="bib12" id="ref29">12</reflink>]; Hashweh, [<reflink idref="bib21" id="ref30">21</reflink>]; Magnusson, Krajcik, & Borko, [<reflink idref="bib34" id="ref31">34</reflink>]; Rollnick, Bennett, Rhemtula, Dharsey, & Ndlovu, [<reflink idref="bib42" id="ref32">42</reflink>]; Stengel, [<reflink idref="bib48" id="ref33">48</reflink>]). Magnusson et al. ([<reflink idref="bib34" id="ref34">34</reflink>]) narrowed the professional competences that teachers should possess as teaching approach knowledge, programme knowledge, student knowledge, evaluation knowledge and teaching strategy knowledge. Rollnick et al. ([<reflink idref="bib42" id="ref35">42</reflink>]) express the components of the professional competences of teachers as content knowledge, pedagogical knowledge, student knowledge, context knowledge and programme knowledge.</p> <p>Hashweh ([<reflink idref="bib21" id="ref36">21</reflink>]) makes some assertions about the professional competences of teachers and proposes a new definition of PCK. The definition explains PCK as personal and private knowledge, as a collection of basic units called teacher pedagogical constructions that result mainly from planning and the interactive and post-active phases of teaching. PCK defined as collection of pedagogical constructions is also influenced by the interaction of teachers' knowledge and beliefs, and could be developed through repeatedly teaching a definite topic.</p> <hd id="AN0151860579-5">Developing Professional Competences</hd> <p>Researchers have recently addressed the issue of PCK (Abd-El-Khalick, [<reflink idref="bib1" id="ref37">1</reflink>]; Johnstone & Ahtee, [<reflink idref="bib25" id="ref38">25</reflink>]; Kanter & Konstantopoulos, [<reflink idref="bib26" id="ref39">26</reflink>]; Smith, [<reflink idref="bib46" id="ref40">46</reflink>]; Sperandeo-Mineo, Fazio, & Tarantino, [<reflink idref="bib47" id="ref41">47</reflink>]) based on the premise that expansive knowledge of CK or PK is simply not enough to be a good teacher. Interaction and coordination between areas of knowledge are required for competent teaching. Additionally, the PCK the teacher possesses influences the quality of teaching that is based on a constructivist approach (Park, Jang, Chen, & Jung, [<reflink idref="bib40" id="ref42">40</reflink>]). It has been for this reason that investigations on PCK in addition to studies of PK have gained more significance of late (Abd-El-Khalick, [<reflink idref="bib1" id="ref43">1</reflink>]; Johnstone & Ahtee, [<reflink idref="bib25" id="ref44">25</reflink>]; Kanter & Konstantopoulos, [<reflink idref="bib26" id="ref45">26</reflink>]; Sperandeo-Mineo, Fazio, & Tarantino, [<reflink idref="bib47" id="ref46">47</reflink>]). This viewpoint is also true for studies on CK (Johnstone & Ahtee, [<reflink idref="bib25" id="ref47">25</reflink>]; Khourey-Bowers & Fenk, [<reflink idref="bib28" id="ref48">28</reflink>]; Kanter & Konstantopoulos, [<reflink idref="bib26" id="ref49">26</reflink>]).</p> <p>Studies conducted with preservice teachers indicate that preservice teachers exhibit various deficiencies in the area of PCK (Beyer & Davis, [<reflink idref="bib7" id="ref50">7</reflink>]; Delgado-Rebolledo & Zakaryan, [<reflink idref="bib16" id="ref51">16</reflink>]; Halim & Meerah, [<reflink idref="bib20" id="ref52">20</reflink>]; Lemonidis, Tsakiridou, & Meliopoulou, [<reflink idref="bib33" id="ref53">33</reflink>]). However, other investigations reveal that deficiencies in preservice teachers' PCK can be improved. Reports in related literature indicate that a good mentor (Hudson, [<reflink idref="bib23" id="ref54">23</reflink>]; Hudson & Ginns, [<reflink idref="bib24" id="ref55">24</reflink>]; Van Driel, De Jong, & Verloop, [<reflink idref="bib50" id="ref56">50</reflink>]) and teaching practice (Abd-El-Khalick, [<reflink idref="bib1" id="ref57">1</reflink>]; Van Driel, De Jong, & Verloop, [<reflink idref="bib50" id="ref58">50</reflink>]) had positive influences in improving the PCK of preservice teachers. Self-sufficiency and the science teaching beliefs of preservice teachers are positively influenced when mentors themselves possess substantial levels of PCK (Hudson, [<reflink idref="bib23" id="ref59">23</reflink>]). It is also known that mentors can make positive contributions to science teaching as a result of the increase in their own PCK (Appleton, [<reflink idref="bib3" id="ref60">3</reflink>]). The roadmap approach of using the ideas of experienced educators in teaching practice was developed to serve this purpose (Bindernagel & Eilks, [<reflink idref="bib8" id="ref61">8</reflink>]). Thus, the advice given to teacher candidates by both the experienced in-service teachers and experienced educators could result in a better training of the candidates.</p> <p>The following studies show the value of developing preservice teachers' competences of PCK, CK and PK. Van Driel, De Jong and Verloop ([<reflink idref="bib50" id="ref62">50</reflink>]) conducted a professional education programme for chemistry preservice teachers over a semester. The research showed that the PCK of the teacher candidates improved and the factor that most contributed to this progress was the attendees' teaching experience. De Jong, Van Driel and Verloop ([<reflink idref="bib14" id="ref63">14</reflink>]) also investigated the development of the PCK of preservice chemistry teachers in a teachers' education programme for 1 year. The researchers concluded that the teachers' education programme was useful in improving the candidates' PCK. Sperandeo-Mineo, Fazio and Tarantino ([<reflink idref="bib47" id="ref64">47</reflink>]) conducted a workshop to investigate the development of PCK in preservice physics teachers. It was found that the workshop did in fact improve preservice teachers' PCK. The PCK of preservice teachers has been shown to be positively affected when they prepare lesson plans for a real learning environment and are subsequently invited to discuss these plans (Van Der Valk & Broekman, [<reflink idref="bib49" id="ref65">49</reflink>]). Mavhunga and Rollnick ([<reflink idref="bib35" id="ref66">35</reflink>]) have reported improvement in the PCK of chemistry preservice teachers in terms of the topic-specific content of chemical equilibrium. In their results, the researchers referred to aspects of learners' prior knowledge, curricular saliency, what makes a topic easy or difficult to understand, representations including analogies and conceptual teaching strategies. It was found influenced improvements in the quality of PCK.</p> <p>In the present study, the authors' aim is to utilise the aforementioned research to develop the competences of teacher candidates through repeated practice experiences provided in the course of teaching practice integrating microteaching sessions in a real school environment.</p> <hd id="AN0151860579-6">The Effectiveness of Microteaching in Teacher Education</hd> <p>Microteaching is a teacher-training technique that targets providing real teaching experience and practice a variety of basic teaching skills. As an integral part of most preservice teacher education programmes, microteaching and its benefits have been the subject of many research studies. (Arsal, [<reflink idref="bib4" id="ref67">4</reflink>]; Karlström & Hamza, [<reflink idref="bib27" id="ref68">27</reflink>]; Kuter, Gazi, & Aksal, [<reflink idref="bib31" id="ref69">31</reflink>]).</p> <p>In various studies, microteaching technique has been established as an excellent way to master teaching skills and to achieve teaching competences. Kourieos ([<reflink idref="bib30" id="ref70">30</reflink>]) pointed to the great potential of microteaching for helping student teachers to link theory and practice and to increase awareness of teaching practice. The results of Karlström and Hamza's ([<reflink idref="bib27" id="ref71">27</reflink>]) study provided important insight into different conditions and opportunities for reflection during the different phases of microteaching and particularly showed that repeated microteaching sessions facilitate learning to plan lessons. Microteaching experiences was found to activate students' self-efficacy beliefs, to improve their teaching and science content knowledge (d'Alessio, [<reflink idref="bib13" id="ref72">13</reflink>]). Kuter, Gazi and Aksal ([<reflink idref="bib31" id="ref73">31</reflink>]) put forward that video-mediated microteaching provides opportunities for collaborative dialogue among prospective teachers, improves their reflective skills and fosters their professional awareness and development. Chen and Mensah ([<reflink idref="bib10" id="ref74">10</reflink>]) identified that preservice teachers' personal identities and histories, university coursework and microteaching experiences, positioning in their student teaching classrooms and opportunities to authentically teach influenced their teacher and science teacher identity, as well as their social justice science teacher identity.</p> <p>In the present study, the microteaching technique is utilised as practicing teaching in a real school environment to develop preservice teachers' CK, PCK and PK competences.</p> <hd id="AN0151860579-7">Study Context</hd> <p>This study aimed to quantify the extent of the professional development of preservice science teachers in the period of their teaching practice. The study is based within a teaching practice course offered in the final year of the programme at faculties of education in Turkey. The teaching practice course is taught for 14 weeks in the second semester of the fourth year of the science education undergraduate programme. This course is an 8-hour-required course whose purpose is to help preservice teachers better prepare for the teaching profession, to provide an actual school environment that will allow them to use the knowledge, skills and habits acquired during their university education, and to develop the required professional competences. Toward this, a programme of close collaboration was instituted in 1998 between the Faculties of Education in Turkey and the Turkish Ministry of National Education (MEB, [<reflink idref="bib36" id="ref75">36</reflink>]).</p> <p>In order to assist preservice teachers in gaining their teaching competences, the administrator of the practice school assigns a teacher experienced in a particular subject as a teaching practice supervisor to each of the preservice teachers. The teaching practice supervisor monitors the professional development of the preservice teachers over the term of the teaching practice course and shares information related to the preservice teachers' professional development with the supervising academic faculty. This information-sharing process involves conversations between the teaching practice supervisor and the academic staff (mentor) overseeing the practice instruction.</p> <p>Additionally, the teaching practice supervisor and the academic staff member fill out the <emph>Teachers' Development Scale</emph> (TDS) on the basis of the observations of the preservice teacher teaching the course at the practice school. The <emph>Teachers' Development Scale</emph> (TDS) is used as an instrument to measure the CK, PCK and PK competence levels of the teacher candidates. This tool is explained in detail in the "Method" section. The score obtained from the scale indicates the extent to which the preservice teacher has acquired the competences required by the teaching profession. Besides, we assume that the increase in the scores reflect the improvement in the professional competences of the preservice teachers.</p> <hd id="AN0151860579-8">Rationale for the Study</hd> <p>Professional education is a continuous and ongoing necessity for teachers. The format of this continuous education varies and may include, for example, workshops, seminars and courses (Lee & Luft, [<reflink idref="bib32" id="ref76">32</reflink>]). Studies on the organisation of professional development programmes for both preservice teachers and in-service teachers, however, are scant in the literature (Bektas et al., [<reflink idref="bib5" id="ref77">5</reflink>]; De Jong, Van Driel, & Verloop, [<reflink idref="bib14" id="ref78">14</reflink>]; Hofstein, Carmeli, & Shore, [<reflink idref="bib22" id="ref79">22</reflink>]; Van Driel, De Jong, & Verloop, [<reflink idref="bib50" id="ref80">50</reflink>]). The present study is utilising the 14-week programme of teaching practice course and an instrument, which is suggested by the Turkish Ministry of National Education for measurement of teaching competences, to quantify the professional development of preservice science teachers.</p> <p>The study's contribution to the literature is that it addresses the matter of how microteaching helps preservice teachers develop their PCK and provides a different perspective on the effect of microteaching on the development of three different areas of professional competence (CK, PCK and PK).</p> <p>The study introduces a teaching practice course design integrating a theoretical (on-campus) component and practical component in a real school setting, as well as a model that could be used in estimating the effect of microteaching on the professional development of prospective teachers with different academic achievement levels. The researchers believe that the findings of the present study are of great value in revealing the relationship between the professional development of the preservice teachers and their academic achievement levels.</p> <p>The present study aimed to answer the following research questions:</p> <p></p> <ulist> <item> To what extent do the preservice teachers develop their professional competences during the teaching practice course?</item> <p></p> <item> Do the preservice teachers show a significant increase in their progress when their professional competences are compared in the succeeding microteachings?</item> <p></p> <item> Do the academic achievement levels of the preservice teachers influence their professional competences?</item> </ulist> <hd id="AN0151860579-9">Method</hd> <p></p> <hd id="AN0151860579-10">Participants</hd> <p>The sample of the study comprised nine elementary science preservice teachers (five females, four males) aged between 21 and 23 years. The participants were in their final (fourth) year in an elementary science education undergraduate programme in a faculty of education at a public university located in western part of Turkey. Prior to the practice, the participants were informed about the research study to be conducted. Participants were also informed that the anonymity would be respected and they would be free to discontinue. On the other hand, the researchers clearly stated that their participation was important to complete the study. All participants agreed to participate and allowed the use of some personal information (e.g. achievement grades). At each theoretical and practice session, the participants signed an attendance form indicating that they agreed to participate in the research.</p> <p>To facilitate answering the research questions, the study was conducted with three groups, each of which involved three preservice teachers. The groups were formed on the basis of the preservice teachers' cumulative grade point average (CGPA over 100 points) obtained from the undergraduate transcript including undergraduate course grades from the first year to the end of the first semester of the fourth year. All of the participating preservice teachers followed the same curriculum with the same courses and course credits, so there was no need to make adjustments in the grade points. Table 1 presents the groups' academic achievement levels assigned considering the participants' CGPA. The names of the preservice teachers are pseudonyms devised to preserve the ethical considerations of the research.</p> <p>Table 1 The CGPA and achievement levels of the preservice teachers</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th><p>Groups</p></th><th><p>Preservice teachers' pseudonyms</p></th><th><p>CGPA</p></th><th><p>Academic achievement levels</p></th></tr></thead><tbody><tr><td rowspan="3"><p>Group 1</p></td><td><p>Nergis</p></td><td><p>86</p></td><td rowspan="3"><p>High</p></td></tr><tr><td><p>Serpil</p></td><td><p>85</p></td></tr><tr><td><p>Harun</p></td><td><p>84</p></td></tr><tr><td rowspan="3"><p>Group 2</p></td><td><p>Esra</p></td><td><p>76</p></td><td rowspan="3"><p>Average</p></td></tr><tr><td><p>Ekrem</p></td><td><p>75</p></td></tr><tr><td><p>Gaye</p></td><td><p>75</p></td></tr><tr><td rowspan="3"><p>Group 3</p></td><td><p>Bilal</p></td><td><p>66</p></td><td rowspan="3"><p>Low</p></td></tr><tr><td><p>Asiye</p></td><td><p>64</p></td></tr><tr><td><p>Ali</p></td><td><p>64</p></td></tr></tbody></table> </ephtml> </p> <p>In Table 1, a low academic achievement (LAA) score range is accepted to be between 50 and 69 points; an average academic achievement (AAA) score range is considered to be between 70 and 79 points, and a high academic achievement (HAA) score range is between 80 and 100 points. The means of the CGPA for each group in the sample were calculated as 85.0 points for group 1, 75.3 points for group 2 and 64.7 points for group 3.</p> <hd id="AN0151860579-11">Instrument</hd> <p>In Turkey, teacher competences are determined by a <emph>Teacher Competence Commission</emph> comprised of representatives of the Ministry of National Education and the Council of Higher Education under the coordination of the General Administration of Teachers' Education and Development. The commission developed a national <emph>Teachers' Development Scale</emph> (TDS) as an indicator of the level a preservice teacher had reached in the teaching profession and to evaluate the course of their achievement. The TDS was first published in 1998 (YÖK, [<reflink idref="bib51" id="ref81">51</reflink>]) and is an instrument assessing the competences of preservice teachers to measure the competences of the teacher candidates related to PK, PCK and CK.</p> <p>Between 2000 and 2019 years, the TDS was revised four times in 2007, 2011, 2013 and latest in 2018. The revisions were necessary due to changes over time in the philosophy of the high school courses' curricula published by the Ministry of National Education. The revisions involved adding/deleting or restating items in order to measure the teachers' competences that the revised educational philosophy of the curricula required.</p> <p>In this study, the latest version of the TDS (MEB, [<reflink idref="bib37" id="ref82">37</reflink>]) was used to gather data. The TDS is a 4-point Likert-type of scale consisting of 39 items in three areas of competence. There are 6 items for the area of CK, 18 items for PCK and 15 items for the area of PK competence.</p> <p>Examples of the items in the TDS are given in Table 2.</p> <p>Table 2 Examples of the items in the TDS</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th rowspan="2"><p>Areas of competence</p></th><th rowspan="2"><p>Competence items</p></th><th colspan="4"><p>Competence levels</p></th></tr><tr><th><p>0</p></th><th><p>1</p></th><th><p>2</p></th><th><p>3</p></th></tr></thead><tbody><tr><td rowspan="3"><p>Content knowledge (CK)</p></td><td><p>1. To possess scientific knowledge related to the subject</p></td><td /><td /><td /><td /></tr><tr><td><p>2. To be able to make associations between scientific knowledge and the subject</p></td><td /><td /><td /><td /></tr><tr><td><p>3. To be able to utilise the visual language required by the subject (figures, tables, graphs, formulas, etc.)</p></td><td /><td /><td /><td /></tr><tr><td rowspan="8"><p>Pedagogical content knowledge (PCK)</p></td><td><p>7. To be able to benefit from instructional technologies</p></td><td /><td /><td /><td /></tr><tr><td><p>11. To be able to determine the instructional methods and techniques which will convey the objectives</p></td><td /><td /><td /><td /></tr><tr><td><p>13. To be able to determine the evaluation methods that are appropriate with the objectives</p></td><td /><td /><td /><td /></tr><tr><td><p>15. To be able to utilise instructional methods and techniques efficiently</p></td><td /><td /><td /><td /></tr><tr><td><p>17. To be able to organise activities for students' active participation</p></td><td /><td /><td /><td /></tr><tr><td><p>18. To be able to conduct instruction by considering individual differences</p></td><td /><td /><td /><td /></tr><tr><td><p>19. To be able to utilise instructional equipment and material by considering grade levels</p></td><td /><td /><td /><td /></tr><tr><td><p>22. To be able to evaluate the level of achievement of objectives</p></td><td /><td /><td /><td /></tr><tr><td rowspan="6"><p>Pedagogical knowledge (PK)</p></td><td><p>25. To be able to encourage attention and interest in the course</p></td><td /><td /><td /><td /></tr><tr><td><p>27. To be able to take measures to avoid interruptions and obstructions</p></td><td /><td /><td /><td /></tr><tr><td><p>28. To be able to utilise behaviours of praise and adopting a specified manner</p></td><td /><td /><td /><td /></tr><tr><td><p>32. To be able to communicate with students efficiently</p></td><td /><td /><td /><td /></tr><tr><td><p>36. To listen to students with care</p></td><td /><td /><td /><td /></tr><tr><td><p>37. To be able to utilise verbal language and body language efficiently</p></td><td /><td /><td /><td /></tr></tbody></table> </ephtml> </p> <p>For statistical analysis, the TDS items were assigned numeric values of 0 point for not observed, 1 point for deficiencies present, 2 points for acceptable and 3 points for well-trained. The potential scores on TDS ranged from 0 to 117. In addition, potential scores that could be obtained from the area of competence were as follows: CK ranged from 0 to 18, PCK ranged from 0 to 54and PK ranged from 0 to 45.</p> <hd id="AN0151860579-12">Filling out the Teachers' Development Scale.</hd> <p>The teaching practice supervisor and the academic staff filled out the TDS during the preservice teachers' instruction independently and separately. The teaching practice supervisor, academic staff and one of the researchers in the study watched the videos of the instruction sessions independently and separately in the same week of the instruction, reviewing the completed scale, beginning with the instruction video. After a few days, the teaching practice supervisor, academic staff and researcher compared the scales that they filled out and looked for differences in their responses. The raters reviewed the differences in the scoring and agreed upon the final scoring of the scale. This procedure was performed for all the preservice teachers' instruction sessions conducted at the practice schools. Academic staff, two researchers and six experienced teaching practice supervisors cooperated in completing the final scoring of a total of 27 scales (9 teacher candidates × 3 instruction sessions). A proportion agreement index was calculated to ascertain how closely the raters matched each other. Consistency between the scores of the three raters was found to be 89%. Miles and Huberman ([<reflink idref="bib38" id="ref83">38</reflink>]) suggest that at least an 80% agreement is sufficient agreement among multiple coders, and intercoder reliability should approach 0.90.</p> <hd id="AN0151860579-13">Teaching Practice Course and Microteaching Sessions</hd> <p>Microteaching is a technique whereby prospective teachers engage in presenting individual scaled-down lessons to small groups of peers, receiving feedback on their performance from peers and supervisors (Fernandez, [<reflink idref="bib18" id="ref84">18</reflink>]).</p> <p>In the present study, microteaching was used to guide preservice teachers in attaining their desired professional development with the help of the feedback. The preservice teachers received 8 hours of instruction at the microteaching level. The preservice teachers participating in this research attended 2 hours of theoretical education at the university and engaged in 6 hours of practice sessions of instruction at the elementary school each week. This microteaching lasted for 14 weeks since the teaching practice course was a one-term course. Theoretical courses in the university and the practice courses at the elementary school were conducted on different days. The content of the education provided to the preservice teachers in the theoretical and practice courses is explained in details in Appendix 1.</p> <p>Figure 1 shows the design of the teaching practice course integrating the theoretical (on-campus) part and practical part in a real school setting.</p> <p>Graph: Fig. 1 The design of the teaching practice course</p> <hd id="AN0151860579-14">Procedure</hd> <p>Using the knowledge and skills gained from the teaching practice course taken during the candidates' university education, the preservice teachers' goal was to acquire the competences required by the teaching profession. All of the nine preservice teachers in the sample taught three science topics selected by the researchers at their practice schools. Three topics were selected from among those included in the teaching programme and the time of the instruction coincided with the schedule set out for the particular topic in the curriculum. To allow for a more efficient assessment of the professional development of each candidate, the preservice teachers were each required to conduct three teaching sessions. Their instruction of three science topics at the practice schools allowed the researchers to make effective comparisons between the groups.</p> <p>Two schools, located in the centre of the city, and a total of 18 sixth and seventh grade classes were involved in the research. The selection of topics used for the study was determined by the elementary science school teaching schedule and the time allotted to instruction; these were <emph>Let us make a simple battery</emph>, <emph>Atmospheric pressure</emph> and <emph>Air molecules in a balloon fly in every direction</emph>.</p> <p>In the elementary science education programme, sixth grade and seventh grade science courses include equal number of eight teaching units. Each of the topics utilised in the microteaching sessions is comprised in different units of the sixth grade and seventh grade science courses and in the teaching programme, allocated time for the instruction of each topic is one lesson period (40 min). The topic of <emph>Let us make a simple battery</emph> was taught in May in nine different sixth grade classes, while the topics of <emph>Atmospheric pressure</emph> and <emph>Air molecules in a balloon fly in every direction</emph> were taught consecutively in March and April in nine different seventh grade classes. Because both of <emph>Atmospheric pressure</emph> and <emph>Air molecules in a balloon fly in every direction</emph> topics were seventh grade topics and scheduled to be taught in different time slots in the teaching programme, the microteaching of these two topics were conducted in the same nine seventh grade classes. Hence, the preservice teachers practiced 27 microteaching sessions in 18 classes. The teaching practice supervisors responsible for monitoring the professional development of the preservice teachers had 20–27 years of experience. The instruction sessions were conducted in the classrooms of the six experienced teachers. While microteaching, the preservice teachers acted as actual class teachers and had administrative control over their students.</p> <hd id="AN0151860579-15">Data Analysis</hd> <p>The data obtained in this study were analysed using the SPSS (Statistical Package for the Social Sciences) software, version 17.0. The Wilcoxon signed-rank tests for paired measures and the Kruskal-Wallis H test for independent measures were used as statistical analyses in this study. Both of the analyses were useful when the conditions of normality and sample size are not met (Gibbons & Chakraborti, [<reflink idref="bib19" id="ref85">19</reflink>]). In this study, the Wilcoxon signed-rank test was conducted to determine if the teacher candidates showed a statistically significant professional development with respect to their next instruction while the Kruskal-Wallis H test was conducted to determine whether the teacher candidates' professional competence showed significant differences from each other in each teaching experience with respect to their academic achievement level.</p> <hd id="AN0151860579-16">Results</hd> <p>The analysis results are reported in three sections. Firstly, preservice teachers' professional development in light of their TDS scores for each instruction experience was reported based on the analysis screenings. Subsequently, the development in CK, PCK and PK competences was presented suggesting a model linking the progress of the professional development to the preservice teachers' academic achievement levels. The second section presented findings of the analysis regarding whether the preservice teachers' professional development showed a statistically significant increase in relation to their next instruction. Finally, how the professional development of the preservice teachers over the periods of instructions is related to their academic achievement levels was addressed by presenting the analysis findings.</p> <hd id="AN0151860579-17">Professional Development of the Preservice Teachers</hd> <p>Considering that the TDS scores reflect the professional development level of the preservice teachers, their competence scores were calculated for each instruction session (see Appendix 2). The competence scores for each instruction with respect to academic achievement levels are listed in Table 3.</p> <p>Table 3 Competence scores of the preservice teachers on the TDS</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th><p>Academic achievement levels</p></th><th><p>Preservice teachers</p></th><th><p>I1</p></th><th><p>I2</p></th><th><p>I3</p></th></tr></thead><tbody><tr><td rowspan="3"><p>High</p></td><td><p>Nergis</p></td><td><p>85</p></td><td><p>99</p></td><td><p>105</p></td></tr><tr><td><p>Serpil</p></td><td><p>86</p></td><td><p>102</p></td><td><p>109</p></td></tr><tr><td><p>Harun</p></td><td><p>88</p></td><td><p>101</p></td><td><p>108</p></td></tr><tr><td rowspan="3"><p>Average</p></td><td><p>Esra</p></td><td><p>85</p></td><td><p>96</p></td><td><p>105</p></td></tr><tr><td><p>Ekrem</p></td><td><p>88</p></td><td><p>97</p></td><td><p>105</p></td></tr><tr><td><p>Gaye</p></td><td><p>82</p></td><td><p>92</p></td><td><p>103</p></td></tr><tr><td rowspan="3"><p>Low</p></td><td><p>Bilal</p></td><td><p>79</p></td><td><p>86</p></td><td><p>99</p></td></tr><tr><td><p>Asiye</p></td><td><p>82</p></td><td><p>87</p></td><td><p>96</p></td></tr><tr><td><p>Ali</p></td><td><p>78</p></td><td><p>83</p></td><td><p>94</p></td></tr></tbody></table> </ephtml> </p> <p>The highest score to be gained is 117 points <emph>I1</emph>, first instruction; <emph>I2</emph>, second instruction; <emph>I3</emph>, third instruction</p> <p>The mean competence scores on the TDS of the preservice teachers at the HAA level in their first, second and third instruction experiences were calculated to be 86.3 points, 100.6 points and 107.3 points, respectively. The mean competence scores on the TDS of the preservice teachers at the AAA level in their first, second and third instruction sessions were found to be 85 points, 95 points and 103.4 points, respectively. Similarly, the mean competence scores on the TDS of the preservice teachers at the LAA levels in their first, second and third instruction sessions were in order of 79.6 points, 85.3 points and 96.3 points. These mean competence scores show that students at higher level of academic achievement were more successful in each of the instruction sessions when compared with preservice teachers at average and lower levels of academic achievement.</p> <p>The competence scores of the preservice teachers on the TDS in the first and second instruction sessions were next compared with respect to their levels of academic achievement (see Table 4).</p> <p>Table 4 Comparison of the preservice teachers' TDS competence scores for the first and second instructions</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th><p>Academic achievement levels</p></th><th><p>Preservice teachers</p></th><th><p>I2–I1</p></th><th><p>Total score increase</p></th><th><p>Mean score increase</p></th></tr></thead><tbody><tr><td rowspan="3"><p>High</p></td><td><p>Nergis</p></td><td><p>99–85</p></td><td><p>14</p></td><td char="." align="left" rowspan="3"><p>14.3</p></td></tr><tr><td><p>Serpil</p></td><td><p>102–86</p></td><td><p>16</p></td></tr><tr><td><p>Harun</p></td><td><p>101–88</p></td><td><p>13</p></td></tr><tr><td rowspan="3"><p>Average</p></td><td><p>Esra</p></td><td><p>96–85</p></td><td><p>11</p></td><td char="." align="left" rowspan="3"><p>10.0</p></td></tr><tr><td><p>Ekrem</p></td><td><p>97–88</p></td><td><p>9</p></td></tr><tr><td><p>Gaye</p></td><td><p>92–82</p></td><td><p>10</p></td></tr><tr><td rowspan="3"><p>Low</p></td><td><p>Bilal</p></td><td><p>86–79</p></td><td><p>7</p></td><td char="." align="left" rowspan="3"><p>5.7</p></td></tr><tr><td><p>Asiye</p></td><td><p>87–82</p></td><td><p>5</p></td></tr><tr><td><p>Ali</p></td><td><p>83–78</p></td><td><p>5</p></td></tr></tbody></table> </ephtml> </p> <p>Table 4 shows that each preservice teacher's competence score on the TDS in the second instruction session was higher than their score in the first instruction, indicating that each preservice teacher's second instruction was more successful than the first instruction. The competence scores' mean of the preservice teachers at the HAA level increased 14.3 points between the first and second instruction, while the competence scores' mean of preservice teachers at levels AAA and LAA increased 10 points and 5.7 points, respectively. This increase in the mean competence scores demonstrates that the preservice teachers at the HAA level displayed more professional development between the first and second instructions than the preservice teachers at levels of AAA and LAA (the professional development of preservice teachers at higher, average and lower academic achievement levels was in the order of 16.6%, 11.8% and 7.2%, respectively).</p> <p>Similarly, the teacher candidates' competence scores on the TDS for the second and third instruction sessions were compared (see Table 5).</p> <p>Table 5 Comparison of the preservice teachers' TDS competence scores for the second and third instructions</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th><p>Academic achievement levels</p></th><th><p>Preservice teachers</p></th><th><p>I3–I2</p></th><th><p>Total score increase</p></th><th><p>Mean score increase</p></th></tr></thead><tbody><tr><td rowspan="3"><p>High</p></td><td><p>Nergis</p></td><td><p>105–99</p></td><td><p>6</p></td><td char="." align="left" rowspan="3"><p>6.7</p></td></tr><tr><td><p>Serpil</p></td><td><p>109–102</p></td><td><p>7</p></td></tr><tr><td><p>Harun</p></td><td><p>108–101</p></td><td><p>7</p></td></tr><tr><td rowspan="3"><p>Average</p></td><td><p>Esra</p></td><td><p>105–96</p></td><td><p>9</p></td><td char="." align="left" rowspan="3"><p>9.3</p></td></tr><tr><td><p>Ekrem</p></td><td><p>105–97</p></td><td><p>8</p></td></tr><tr><td><p>Gaye</p></td><td><p>103–92</p></td><td><p>11</p></td></tr><tr><td rowspan="3"><p>Low</p></td><td><p>Bilal</p></td><td><p>99–86</p></td><td><p>13</p></td><td char="." align="left" rowspan="3"><p>11.0</p></td></tr><tr><td><p>Asiye</p></td><td><p>96–87</p></td><td><p>9</p></td></tr><tr><td><p>Ali</p></td><td><p>94–83</p></td><td><p>11</p></td></tr></tbody></table> </ephtml> </p> <p>As shown in Table 5, the competence score of each teacher candidate on the TDS in the third instruction was higher than the score in the second instruction. In other words, third instruction session for each candidate was more successful than the second instruction (e.g. Serpil received a score of 109 in the third instruction whereas her score was 102 in the second instruction). While the mean competence scores of students at the HAA level increased 6.7 points between the second and third instruction sessions, the mean competence scores of the preservice teachers at levels AAA and LAA increased 9.3 points and 11.0 points, respectively. This increase in the competence score mean indicates that the students at the LAA level demonstrated more professional development from the second instruction to the third instruction than preservice teachers at the AAA and HAA levels (the professional development of teacher candidates at the HAA, AAA and LAA levels was in the order of 6.7%, 9.8% and 12.9%, respectively).</p> <p>Table 6 shows the comparison of the preservice teachers' competence scores on the TDS for the first and third instruction sessions.</p> <p>As can be seen from Table 6, the competence scores' mean of the preservice teachers at the HAA level increased 21.0 points between their third and first instructions, whereas the teacher competence scores means at levels of AAA and LAA increased in order of 19.3 points and 16.7 points, respectively. This rise in the mean competence scores indicated that preservice teachers at the HAA level displayed more professional development from their first instruction to the third instruction when compared with preservice teachers at the AAA and LAA levels (the professional development of preservice teachers at the HAA, AAA and LAA levels was 23.3%, 21.6% and 20.1%, respectively).</p> <p>Table 6 Comparison of the preservice teachers' TDS competence scores for the first and third instructions</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th><p>Academic achievement levels</p></th><th><p>Preservice teachers</p></th><th><p>I3–I1</p></th><th><p>Total score increase</p></th><th><p>Mean score increase</p></th></tr></thead><tbody><tr><td rowspan="3"><p>High</p></td><td><p>Nergis</p></td><td><p>105–85</p></td><td><p>20</p></td><td char="." align="left" rowspan="3"><p>21.0</p></td></tr><tr><td><p>Serpil</p></td><td><p>109–86</p></td><td><p>23</p></td></tr><tr><td><p>Harun</p></td><td><p>108–88</p></td><td><p>20</p></td></tr><tr><td rowspan="3"><p>Average</p></td><td><p>Esra</p></td><td><p>105–85</p></td><td><p>20</p></td><td char="." align="left" rowspan="3"><p>19.3</p></td></tr><tr><td><p>Ekrem</p></td><td><p>105–88</p></td><td><p>17</p></td></tr><tr><td><p>Gaye</p></td><td><p>103–82</p></td><td><p>21</p></td></tr><tr><td rowspan="3"><p>Low</p></td><td><p>Bilal</p></td><td><p>99–79</p></td><td><p>20</p></td><td char="." align="left" rowspan="3"><p>16.7</p></td></tr><tr><td><p>Asiye</p></td><td><p>96–82</p></td><td><p>14</p></td></tr><tr><td><p>Ali</p></td><td><p>94–78</p></td><td><p>16</p></td></tr></tbody></table> </ephtml> </p> <p>The improvements in the mean competence scores showed that the professional development of all the teacher candidates improved over the teaching practice course. The fact that the professional development mirrored the preservice teachers' competence scores inspired the researchers to develop a graphical representation to model their findings. The result was a graphical presentation shown in Fig. 2.</p> <p>Graph: Fig. 2 Professional developments of the preservice teachers</p> <p>The diagram can be interpreted as a model that links the success in the repeated teaching experiences with the preservice teachers' academic achievement levels.</p> <p>Specifically, the model on Fig. 2 demonstrates the trends of the professional development of the preservice teachers with different (low, average and high) academic achievement levels over the periods of the teaching practices.</p> <p>As can be seen in Fig. 2, the preservice teachers at the HAA level achieved maximum professional development between the first and second instruction sessions (an increase of 14.3 points, amounting to a development of 16.6%) over the period of the teaching practice course. Between the second and third instructions, however, the rate of development decreased (an increase of 6.7 points, signifying a development of 6.7%). In short, the professional development of the preservice teachers with high level of academic achievement started with high acceleration and then reduced. The professional development of the preservice teachers at the AAA level between the first and second instruction sessions (an increase of 10 points, signifying a development of 11.8%) is about equal to the development between the second and third instruction sessions (an increase of 9.3 points, signifying a development of 9.8%). The professional development of the preservice teachers at the AAA level accelerated moderately when compared with the students at the HAA and LAA levels. The professional development of the preservice teachers at the LAA level was poor (an increase of 5.7 points, signifying professional development of only 7.2%) between the first and second instruction sessions. Between the second and third instruction sessions, professional development of this group was of interest (an 11.0 point increase, signifying a development of 12.9%). In other words, the professional development of the preservice teachers at the LAA level initially displayed low acceleration and followed with high acceleration.</p> <p>Detailed examination of the preservice teachers' development in the separate areas of professional competences such as CK, PCK and PK is shown in Fig. 3. The extent of the development of the preservice teachers in each area of competence was associated with their academic achievement levels, and the progress was presented as mean difference scores.</p> <p>Graph: Fig. 3 Development of the preservice teachers in the areas of competence with respect to academic achievement levels (CK, content knowledge; PCK, pedagogical content knowledge; PK, pedagogical knowledge)</p> <p>The preservice teachers at the LAA level showed the most development in the areas of CK (4.3 points) and PCK (10.3 points), compared with the preservice teachers at the other academic achievement levels. The preservice teachers at the HAA level showed the most development in the area of PK with an increase of 9.3 points compared with the preservice teachers at other academic achievement levels. Another surprising finding is that the preservice teachers at LAA and AAA levels displayed greatest progress in the PCK among the other competences. In summary, development was observed in the preservice teachers in all of the competence areas (CK, PCK and PK) independent of their academic achievement levels as a result of the microteaching.</p> <hd id="AN0151860579-18">The Significance of the Increase in the Preservice Teachers' Professional Development</hd> <p>The Wilcoxon signed-rank test was conducted in order to determine whether the preservice teachers' professional development showed a statistically significant increase as related to their next instruction session. Table 7 displays the result of this analysis in the comparison of the preservice teachers' performance in their first and second instruction sessions taking into account their TDS scores.</p> <p>Table 7 Wilcoxon signed-rank test results related to the first and second instruction sessions of the preservice teachers</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th><p>I2–I1</p></th><th><p><italic>n</italic></p></th><th><p>Mean rank</p></th><th><p>Sum of ranks</p></th><th><p><italic>z</italic></p></th><th><p><italic>p</italic></p></th></tr></thead><tbody><tr><td><p>Negative ranks</p></td><td><p>0</p></td><td><p>0</p></td><td><p>0</p></td><td char="." align="left"><p>2.668*</p></td><td char="." align="left"><p>.008</p></td></tr><tr><td><p>Positive ranks</p></td><td><p>9</p></td><td><p>5</p></td><td><p>45</p></td><td /><td /></tr><tr><td><p>Ties</p></td><td><p>0</p></td><td><p>–</p></td><td><p>–</p></td><td /><td /></tr></tbody></table> </ephtml> </p> <p> <sups>*</sups>Based on negative ranks</p> <p>The results of the Wilcoxon signed-rank test supported the premise that the preservice teachers' professional development showed a statistically significant increase in their second instruction sessions as compared with the first session (<emph>z</emph> = 2.668, <emph>p</emph> <.05).</p> <p>Table 8 displays the result of the Wilcoxon signed-rank test applied to the comparison of the preservice teachers' performance in their second and third instruction sessions according to their scores on the TDS.</p> <p>Table 8 The Wilcoxon signed-rank test results related to the second and third instruction sessions of the preservice teachers</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th><p>I3–I2</p></th><th><p><italic>n</italic></p></th><th><p>Mean rank</p></th><th><p>Sum of ranks</p></th><th><p><italic>z</italic></p></th><th><p><italic>p</italic></p></th></tr></thead><tbody><tr><td><p>Negative ranks</p></td><td><p>0</p></td><td><p>0</p></td><td><p>0</p></td><td char="." align="char"><p>2.673*</p></td><td char="." align="char"><p>.008</p></td></tr><tr><td><p>Positive ranks</p></td><td><p>9</p></td><td><p>5</p></td><td><p>45</p></td><td /><td /></tr><tr><td><p>Ties</p></td><td><p>0</p></td><td><p>–</p></td><td><p>–</p></td><td /><td /></tr></tbody></table> </ephtml> </p> <p> <sups>*</sups>Based on negative ranks</p> <p>The Wilcoxon signed-rank test result shows that the preservice teachers' scores on the TDS (<emph>z</emph> = 2.673, <emph>p</emph> <.05) also demonstrated a statistically significant increase in terms of professional development in their third instruction sessions as compared with their second sessions.</p> <p>Table 9 shows the result of the Wilcoxon signed-rank test that compares the preservice teachers' performance on the TDS as related to their first and third instruction sessions. The result showed that the preservice teachers' professional development showed a statistically significant increase in scores on the TDS in the third subject instruction as compared with the first instruction (<emph>z</emph> = 2.689, <emph>p</emph> <.05).</p> <p>Table 9 The Wilcoxon signed-rank test results related to the first and third instruction sessions of the preservice teachers</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th><p>I3–I1</p></th><th><p><italic>n</italic></p></th><th><p>Mean rank</p></th><th><p>Sum of ranks</p></th><th><p><italic>z</italic></p></th><th><p><italic>p</italic></p></th></tr></thead><tbody><tr><td><p>Negative ranks</p></td><td><p>0</p></td><td><p>0</p></td><td><p>0</p></td><td char="." align="char"><p>2.689*</p></td><td char="." align="char"><p>.007</p></td></tr><tr><td><p>Positive ranks</p></td><td><p>9</p></td><td><p>5</p></td><td><p>45</p></td><td /><td /></tr><tr><td><p>Ties</p></td><td><p>0</p></td><td><p>–</p></td><td><p>–</p></td><td /><td /></tr></tbody></table> </ephtml> </p> <p> <sups>*</sups>Based on negative ranks</p> <hd id="AN0151860579-19">Significance of the Preservice Teachers' Professional Competence in Each Instruction Session...</hd> <p>The Kruskal-Wallis H test was conducted to determine whether there are differences in the preservice teachers' professional competences displayed in each instruction by their academic achievement levels. Table 10 shows the results of the Kruskal-Wallis H test as related to the comparison of the preservice teachers' competence scores on the TDS for each of their instruction sessions with respect to their academic achievement levels.</p> <p>Table 10 The Kruskal-Wallis H test results demonstrating the relationship between teacher competence scores and academic achievement levels</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th><p>Subject instructions</p></th><th><p>Academic achievement levels</p></th><th><p><italic>n</italic></p></th><th><p>Mean rank</p></th><th><p>sd</p></th><th><p><italic>χ</italic><sup>2</sup></p></th><th><p><italic>p</italic></p></th></tr></thead><tbody><tr><td rowspan="3"><p>I1</p></td><td><p>High</p></td><td><p>3</p></td><td><p>7.00</p></td><td char="." align="left"><p>2</p></td><td char="." align="left"><p>5.219</p></td><td char="." align="left"><p>.074</p></td></tr><tr><td><p>Average</p></td><td><p>3</p></td><td><p>5.83</p></td><td /><td /><td /></tr><tr><td><p>Low</p></td><td><p>3</p></td><td><p>2.17</p></td><td /><td /><td /></tr><tr><td rowspan="3"><p>I2</p></td><td><p>High</p></td><td><p>3</p></td><td><p>8.00</p></td><td char="." align="left"><p>2</p></td><td char="." align="left"><p>7.200</p></td><td char="." align="left"><p>.027</p></td></tr><tr><td><p>Average</p></td><td><p>3</p></td><td><p>5.00</p></td><td /><td /><td /></tr><tr><td><p>Low</p></td><td><p>3</p></td><td><p>2.00</p></td><td /><td /><td /></tr><tr><td rowspan="3"><p>I3</p></td><td><p>High</p></td><td><p>3</p></td><td><p>7.67</p></td><td char="." align="left"><p>2</p></td><td char="." align="left"><p>6.713</p></td><td char="." align="left"><p>.035</p></td></tr><tr><td><p>Average</p></td><td><p>3</p></td><td><p>5.33</p></td><td /><td /><td /></tr><tr><td><p>Low</p></td><td><p>3</p></td><td><p>2.00</p></td><td /><td /><td /></tr></tbody></table> </ephtml> </p> <p>The Kruskal-Wallis H test results showed that the preservice teachers' professional competence demonstrated no statistically significant difference with respect to their academic achievement level in their first instruction (<emph>χ</emph><sups>2</sups>(sd = 2, <emph>n</emph> = 9) = 5.219, <emph>p</emph> >.05). On the other hand, the preservice teachers' professional competences in their second and third instruction sessions displayed a statistically significant difference depending on their academic achievement levels (for the second instruction, [<emph>χ</emph><sups>2</sups>(sd = 2, <emph>n</emph> = 9) = 7.200, <emph>p</emph> <.05]; for the third instruction, [<emph>χ</emph><sups>2</sups>(sd = 2, <emph>n</emph> = 9) = 6.713, <emph>p</emph> <.05]).</p> <hd id="AN0151860579-20">Discussion and Conclusion</hd> <p>Supporting the development of preservice teachers' professional competences is an important issue that is highlighted in the literature (Beyer & Davis, [<reflink idref="bib7" id="ref86">7</reflink>]). The general result of the present study was the observation of a significant improvement in the professional competences of all of the preservice teachers participating in the microteaching study. The development in the professional competences of the teacher candidates at the end of each microteaching session pointed to the importance of the video evaluations and feedback from experts (Appleton, [<reflink idref="bib3" id="ref87">3</reflink>]), and it was therefore reasoned that microteaching was a method that preservice teachers found worthwhile and useful. This outcome is supported by the literature which indicates that mentors (Hudson, [<reflink idref="bib23" id="ref88">23</reflink>]; Van Driel, De Jong, & Verloop, [<reflink idref="bib50" id="ref89">50</reflink>]) and the teaching experience (Abd-El-Khalick, [<reflink idref="bib1" id="ref90">1</reflink>]) have a positive effect on the development of preservice teachers' professional competences.</p> <p>An examination of the professional development of the preservice teachers in terms of their academic achievement revealed that preservice teachers at the HAA level had the highest mean competence scores at the end of each microteaching (86.3 points; 100.6 points; 107.3 points). The next highest mean competence scores belonged to preservice teachers at the AAA (85 points; 95 points; 103.4 points) and LAA levels (79.6 points; 85.3 points; 96.3 points). Preservice teachers at the HAA level achieved the highest level of professional development. Professional development, it appears, improves in parallel to the increase in the academic achievement level.</p> <p>The study indicated that the professional competences of preservice teachers at the HAA level initially showed a large increase (14.3 points), and then, this development slowed (6.7 points). Preservice teachers at the AAA level showed about equal development overall (first 10.0 points and then 9.3 points). Finally, the professional competences of preservice teachers at the LAA levels initially showed the smallest increase (5.7 points) but a subsequent large increase (11.0 points). This showed that preservice teachers at different levels of academic achievement gained in competency during the microteaching sessions and through the experts' feedback in varying ways and at different times during the course.</p> <p>The improvement the preservice teachers displayed in the various areas of competence was another positive result of the microteaching conducted as part of the study. This research results show that microteaching improved the preservice teachers' CK (Diamond, Maerten-Rivera, Rohrer, & Lee, [<reflink idref="bib17" id="ref91">17</reflink>]; Khourey-Bowers & Fenk, [<reflink idref="bib28" id="ref92">28</reflink>]; Roth et al., [<reflink idref="bib43" id="ref93">43</reflink>]) and PCK (Van Der Valk & Broekman, [<reflink idref="bib49" id="ref94">49</reflink>]). The present study also indicated an improvement in the PK of the participating preservice teachers. This outcome however differs from the result of Hudson's ([<reflink idref="bib23" id="ref95">23</reflink>]) study, in which it is reported that teacher candidates did not acquire enough PK.</p> <p>In terms of professional development in the area of CK as related to academic achievement, it was found that preservice teachers at level LAA displayed the greatest development (4.3 points). CK is generally a problematic issue among teacher candidates (Halim & Meerah, [<reflink idref="bib20" id="ref96">20</reflink>]; Johnston & Ahtee, [<reflink idref="bib25" id="ref97">25</reflink>]; Khourey-Bowers & Fenk, [<reflink idref="bib28" id="ref98">28</reflink>]). It is significant to note that the microteaching sessions allowed the LAA-level preservice teachers to develop their CK to a greater extent than the other candidates. At the same time, the preservice teachers at the LAA level were able to improve their scientific knowledge related to the subject they taught, this group was able to relate to the scientific knowledge of others in their instruction, and were also able to enrich their instruction by using the visual aids (figures, tables, graphs, formulas) required by the subject. On the other hand, the group that demonstrated the least improvement in terms of CK was the group of preservice teachers at the HAA level. This result is understandable when it is considered that preservice teachers at the HAA level are considered to already have sufficient content knowledge.</p> <p>In terms of professional development in the area of PCK as related to academic achievement, the preservice teachers displaying lower levels of academic achievement showed the greatest development (10.3 points). The fact that preservice teachers at level LAA showed the most improvement in this area is consistent with the previous result when it is considered that PCK is a union of PK and CK. The variation in PCK development among the preservice teachers is similar to the result reported in the study of Halim and Meerah ([<reflink idref="bib20" id="ref99">20</reflink>]), where the same variation in the development of PCK was observed among preservice science teachers. Differences in the extent of development of PCK among the preservice teachers displaying LAA, AAA and HAA levels might have stemmed from various factors such as "subject matter knowledge, general pedagogical knowledge, experiences both as a learner and as a teacher, beliefs, and feelings", as pointed out in the literature (Boz & Boz, [<reflink idref="bib9" id="ref100">9</reflink>]).</p> <p>The fact that teacher candidates at the LAA level improved their PCK to a greater extent than the other preservice teachers was a significant outcome in terms of microteaching applications in the context of the present study. Because teacher candidates at the LAA level seemed to organise their instruction sessions with methods and techniques appropriate to unit objectives, they also used the appropriate materials for each grade level and evaluated the extent to which they achieved their objectives. Also, the other preservice teacher groups demonstrated a remarkable professional development in the area of PCK.</p> <p>In terms of professional development in the area of PK as relates to academic achievement, the preservice teachers at the HAA level showed the greatest development (9.3 points). The preservice teachers at the HAA level utilised spoken and body language efficiently, attracted the attention and interest of the students, communicated with them well and managed the classroom effectively. On the other hand, the group that displayed the least professional development in the area of PK was the group of preservice teachers at the LAA level. This result indicated that preservice teachers at HAA level took advantage of the microteaching sessions to a greater extent while the students at LAA level appeared to have benefited less from the sessions in terms of PCK.</p> <p>The results of the Wilcoxon signed-rank test showed a significantly increase in the professional development of all of the preservice teachers when their professional competences were compared in the succeeding microteaching sessions. In other words, microteaching had a statistically significant and positive effect on the professional development of all the preservice teachers.</p> <p>The Kruskal-Wallis H test pointed to the significant development of the preservice teachers' professional competences compared in the succeeding microteaching sessions with respect to their academic achievement levels. Although at the end of the first microteaching session there was not a significant difference in the professional competences of the preservice teachers at different academic achievement levels, the following second and third sessions ended with statistically significant increases in the professional competences of the preservice teachers. Besides, the preservice teachers at the HAA level took advantage of the microteaching sessions the most, followed by the preservice teachers at the AAA and LAA levels. This outcome was consistent with Khourey-Bowers and Fenk's ([<reflink idref="bib28" id="ref101">28</reflink>]) study result, which indicated that there was no significant difference between teachers' initial professional competences and that teachers felt more efficacious in their competences than prior to the professional development course.</p> <p>In short, the microteaching is beneficial to all preservice teachers independent of their academic achievement level. Determined as a significant factor that affects the acquisition of the professional competences, the academic achievement should be taken into account when designing microteaching courses or professional development programmes.</p> <p>The present study points to the significant effect on the preservice teachers' professional development in teaching competences improved by utilising a teaching practice course that was blended as on-campus and classroom microteaching practices in real schools. The application of microteaching in teacher training includes having preservice teacher candidates' view videos related to the subject matter of their instruction, and holding discussions in the classroom environment where feedback is provided when needed can be of great benefit to preservice teachers.</p> <p>The model proposed as a diagram gives opportunity to estimate the trend in professional development progress of a preservice teacher at any level (high, average, low) of the academic achievement. However, the limited number of the teaching sessions was an important limitation. The model could have been better developed if the preservice teachers had been given the opportunity to teach more than three sessions.</p> <hd id="AN0151860579-21">Electronic Supplementary Material</hd> <p>Graph: (DOCX 13 kb)</p> <p>Graph: (DOCX 13 kb)</p> <ref id="AN0151860579-22"> <title> References </title> <blist> <bibl id="bib1" idref="ref12" type="bt">1</bibl> <bibtext> Abd-El-Khalick F. 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  Data: Exploring On-Campus and in Real School Classroom Microteaching Practices: The Effect on The Professional Development of Preservice Teachers
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  Data: English
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  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Pekdag%2C+Bülent%22">Pekdag, Bülent</searchLink><br /><searchLink fieldCode="AR" term="%22Dolu%2C+Gamze%22">Dolu, Gamze</searchLink><br /><searchLink fieldCode="AR" term="%22Ürek%2C+Handan%22">Ürek, Handan</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3593-8547">0000-0002-3593-8547</externalLink>)<br /><searchLink fieldCode="AR" term="%22Azizoglu%2C+Nursen%22">Azizoglu, Nursen</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Science+and+Mathematics+Education%22"><i>International Journal of Science and Mathematics Education</i></searchLink>. Aug 2021 19(6):1145-1166.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2021
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Microteaching%22">Microteaching</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Science%22">Elementary School Science</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teaching%22">Student Teaching</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s10763-020-10109-2
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1571-0068
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The aim of this study was to determine the professional developments of science teacher candidates over 14 weeks of microteaching practices. The sample for the study was comprised of 9 teacher candidates aged 21-23 who were studying their final year (4th year) in an elementary science education undergraduate programme of an education faculty in the western part of Turkey. The teaching practice course in which all the participants were enrolled is an 8-hour-required course. A 2-hour face to face theoretical part of this course is conducted at the university, and a 6-hour application part is conducted in a real school environment. In the study, nine preservice teachers taught three science topics at their practice schools, supported by the theoretical knowledge provided to them by academic staff. Data were collected using the "Teachers' Development Scale." It was assumed that the obtained data reflected the level of the professional development with respect to pedagogical, pedagogical content and content knowledge competences of the preservice teachers. Quantitative approaches were utilised in the data analysis. As a result, it was found that the competence scores of all the preservice teachers increased with the microteaching applications. Also, competence scores showed statistically significant differences over the practice sessions with respect to the academic achievement levels of the preservice teachers.
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  Data: 2021
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  Label: Accession Number
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  Data: EJ1305951
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        Value: 10.1007/s10763-020-10109-2
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 1145
    Subjects:
      – SubjectFull: Microteaching
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary School Science
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      – SubjectFull: Student Teaching
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      – TitleFull: Exploring On-Campus and in Real School Classroom Microteaching Practices: The Effect on The Professional Development of Preservice Teachers
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            NameFull: Dolu, Gamze
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            NameFull: Azizoglu, Nursen
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            – TitleFull: International Journal of Science and Mathematics Education
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