Explaining Skills of Pre-service Teachers in Online Teaching: Evidence from a Classroom Practice

Abstract

This article addresses how pre-service teachers who had been introduced to basic teaching skills implemented their explaining skills in online teaching. To achieve this aim, a qualitative approach, in particular, a case study research design was applied. The research participants were four student teachers who were taking a micro-teaching course in the English Language Department, at one of the state universities in Bali, Indonesia. They were selected by using purposive random sampling. Data were collected by conducting observation and in-depth interviews. Data were analyzed by adapting the syntax of a presentation lesson proposed by [1]. The obtained data were analyzed qualitatively. The results show that pre-service teachers performed three out of four stages of presenting the lesson: clarifying the aims of the lesson and getting the students to learn, presenting the new information, and checking the students' understanding. Among the four stages of the presentation, all students did not present advance organizers, whereas this stage is important to scaffold their students about the learning materials.