University Professors' Reflections on Microteaching: An Exploratory Qualitative Study
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| Title: | University Professors' Reflections on Microteaching: An Exploratory Qualitative Study |
|---|---|
| Language: | English |
| Authors: | Kelly R. Maguire, Elizabeth Lemster |
| Source: | Journal of Instructional Research. 2025 14:39-54. |
| Availability: | Center for Innovation in Research and Teaching at Grand Canyon University. 3300 West Camelback Road, Phoenix, AZ 85017. Tel: 602-639-6729; e-mail: cirt@gcu.edu; Web site: https://cirt.gcu.edu/jir |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Microteaching, Teacher Educators, Teacher Attitudes, Preservice Teacher Education, Knowledge Base for Teaching, Preservice Teachers |
| ISSN: | 2159-0281 2159-029X |
| Abstract: | Teachers need to thoroughly understand the subjects they teach. In some cases, teachers are tasked with teaching unfamiliar content for various reasons. To ensure pre-service teachers are well prepared, higher education teacher training programs should integrate unfamiliar content knowledge into the required microteaching sessions. The purpose of this exploratory qualitative descriptive study was to explore how university professors who instruct teacher training courses reflect on their perceptions of pre-service teachers' content knowledge when they assign unfamiliar content topics to the pre-service teachers' microteaching sessions. This study was guided by one research question: How do university professors who instruct teacher training courses reflect on their perceptions of pre-service teacher content knowledge when they assign unfamiliar content topics to the pre-service teachers' microteaching sessions? Kolb's experiential learning cycle served as the foundation for this study. The data collection source consisted of a pre- and post-microteaching questionnaire. A simple thematic approach, as described by Braun and Clarke, was used to analyze the data for this study. Three themes were identified from the thematic data analysis: (1) comprehensive content knowledge, (2) familiarity and preparation, and (3) comfort versus challenge. Practical classroom implications and recommendations for future research are included. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483225 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1483225 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: University Professors' Reflections on Microteaching: An Exploratory Qualitative Study – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kelly+R%2E+Maguire%22">Kelly R. Maguire</searchLink><br /><searchLink fieldCode="AR" term="%22Elizabeth+Lemster%22">Elizabeth Lemster</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Instructional+Research%22"><i>Journal of Instructional Research</i></searchLink>. 2025 14:39-54. – Name: Avail Label: Availability Group: Avail Data: Center for Innovation in Research and Teaching at Grand Canyon University. 3300 West Camelback Road, Phoenix, AZ 85017. Tel: 602-639-6729; e-mail: cirt@gcu.edu; Web site: https://cirt.gcu.edu/jir – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 16 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires – 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> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Microteaching%22">Microteaching</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Base+for+Teaching%22">Knowledge Base for Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2159-0281<br />2159-029X – Name: Abstract Label: Abstract Group: Ab Data: Teachers need to thoroughly understand the subjects they teach. In some cases, teachers are tasked with teaching unfamiliar content for various reasons. To ensure pre-service teachers are well prepared, higher education teacher training programs should integrate unfamiliar content knowledge into the required microteaching sessions. The purpose of this exploratory qualitative descriptive study was to explore how university professors who instruct teacher training courses reflect on their perceptions of pre-service teachers' content knowledge when they assign unfamiliar content topics to the pre-service teachers' microteaching sessions. This study was guided by one research question: How do university professors who instruct teacher training courses reflect on their perceptions of pre-service teacher content knowledge when they assign unfamiliar content topics to the pre-service teachers' microteaching sessions? Kolb's experiential learning cycle served as the foundation for this study. The data collection source consisted of a pre- and post-microteaching questionnaire. A simple thematic approach, as described by Braun and Clarke, was used to analyze the data for this study. Three themes were identified from the thematic data analysis: (1) comprehensive content knowledge, (2) familiarity and preparation, and (3) comfort versus challenge. Practical classroom implications and recommendations for future research are included. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1483225 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 39 Subjects: – SubjectFull: Microteaching Type: general – SubjectFull: Teacher Educators Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Preservice Teacher Education Type: general – SubjectFull: Knowledge Base for Teaching Type: general – SubjectFull: Preservice Teachers Type: general Titles: – TitleFull: University Professors' Reflections on Microteaching: An Exploratory Qualitative Study Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kelly R. Maguire – PersonEntity: Name: NameFull: Elizabeth Lemster IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 2159-0281 – Type: issn-electronic Value: 2159-029X Numbering: – Type: volume Value: 14 Titles: – TitleFull: Journal of Instructional Research Type: main |
| ResultId | 1 |
