Pre-Service Teacher’s First-Time Experience in Lesson Planning: Exploring Their Pedagogical Content Knowledge Perspective

Authors

Hafizhatu Nadia Universitas Muhammadiyah Banjarmasin

DOI:

https://doi.org/10.32528/ellite.v9i1.1889

Keywords:

pre-service teachers, lesson planning, pedagogical knowledge, content knowledge, micro-teaching

Abstract

This study aims to explore pre-service teachers' first-time experience in lesson planning from their pedagogical and content knowledge perspectives. The study involved four pre-service teachers as participants in a micro-teaching class to answer two theme questions, namely Pedagogic knowledge pre-service students during micro teaching practice and Content knowledge pre-service students during micro teaching practice. This research used interview study as the research design. The data were collected through semi-structured interviews, which were analyzed using thematic analysis. Pre-service teachers shares experiences in implementing their pedagogical and content knowledge into teaching modules in order to create the effective classroom process. Lecturer’s feedback and pre-service teacher reflection after micro teaching practice play a significant role in improving their teaching practices

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