The pre-service practicum experience and inquiry-oriented pedagogy: Evidence from student teachers’ lesson planning

Marino, Michael; Crocco, Margaret Smith

doi:10.1016/j.jssr.2019.02.001

Cited by 11 publications

(15 citation statements)

References 74 publications

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“…In this case, the teacher from SMPN 1 Susut has to deal with determining the learning materials used in the lesson. There are six components of lesson plans which can be criteria in lesson planning: indicators, objectives, activities, materials, instructional media, and assessment (Grunewald et al, 2021;Marino & Crocco, 2020). In this case, one of the criteria of a good lesson plan is to deal with learning materials, which can be seen from the learning materials that have been done by the English teacher in designing the lesson plan.…”

Section: Resultsmentioning

confidence: 99%

An Analysis of Teacher’s Lesson Plan for Learning English through Google Classroom in Junior High School

Fitriani

Budiarta

2021

JPBI

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Online learning is something new for teachers and students, so there are various obstacles to it. This study aims to: analyze the preparation of EFL teachers in preparing lesson plans and identify and describe teacher difficulties in preparing lesson plans for EFL students. This study uses a qualitative descriptive research design. Data on teacher preparation and difficulties faced by teachers in preparing lesson plans were taken using a questionnaire by determining five aspects, namely: 1) learning objectives, 2) learning materials, 3) learning activities, 4) media and learning resources and, 5) learning assessment. The study results are that the teacher fulfills all the steps in compiling a one-page lesson plan, which fulfills the steps provided by the instrument. Regarding the problems faced in the process of preparing lesson plans by teachers, it can be synthesized that there are six difficulties encountered by teachers, such as 1) stating learning objectives that contain behavior (B), 2) connecting learning objectives to core competencies, 3) compiling learning materials based on indicators. Learning, 4) selection of learning media based on learning objectives, 5) selection of learning media based on learning materials, and 6) selection of assessment based on learning objectives.

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Section: Resultsmentioning

confidence: 99%

An Analysis of Teacher’s Lesson Plan for Learning English through Google Classroom in Junior High School

Fitriani

Budiarta

2021

JPBI

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“…So, social studies programs can leverage these contexts to target support to improve the identified aspects of lesson design self-efficacy among PSTs. Marino and Crocco (2020) and Martell (2020) illustrated that beginning teachers who have strong positive beliefs about inquiry remain favorable to problem-based practices that transfer beyond the methods courses. Congruently, it may be possible that facilitating lesson design self-efficacy beliefs and focusing on lesson design competence, lesson design disposition and lesson design practice among PSTs may create a pathway for many PSTs to competently design lessons that allow students in their classrooms to use evidence and transform knowledge in solving social issues.…”

Section: Discussionmentioning

confidence: 99%

“…According to Gallagher and Tschida (2022) and Voet and De Wever (2017), initial instruction in inquiry improved PSTs' learning of inquiry methods and enhanced their confidence in implementing inquiry. Teacher preparation programs have focused on inquiry methods to help PSTs develop initial practical skills to get "inquiry design just right" and teach through inquiry in the classroom (Journell et al, 2018, p. 202;Marino and Crocco, 2020).…”

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confidence: 99%

“…Social studies teachers' self-reported efficacy for inquiry related to beliefs, capabilities and the ways they engage with lesson design practice may shape how PSTs think about inquiry practices and how they implement inquiry methods (Marino and Crocco, 2020). PSTs that report high self-efficacy are disposed toward learning about innovative methods like inquiries, while those that report low self-efficacy are less likely to use such methods (Hawkman et al ., 2019).…”

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confidence: 99%

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Instruction: examining elementary preservice teachers' self-efficacy for designing inquiry

Odebiyi

2023

SSRP

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PurposeThis study seeks to understand the factors and orientations that are relevant to preservice teachers' (PSTs) beliefs about their ability to design lessons for inquiry-based K-6 social studies instruction.Design/methodology/approachSeventy elementary PSTs participated in a series of inquiry-based learning activities in a social studies methods course. The study uses exploratory factor analysis, a quantitative method to explore teacher self-reported efficacy for designing inquiry lessons.FindingsThe findings revealed that three capabilities related to design are relevant to elementary social studies PSTs' self-efficacy for designing inquiries: lesson design competence, lesson design disposition and lesson design practices. Most PSTs expressed low self-efficacy in all three capabilities. PSTs with a higher disposition for designing inquiry lessons may show a strong sense of self-efficacy for inquiry-based curricula design and practice in elementary social studies education.Originality/valueThe article discusses the importance of understanding PSTs sense of efficacy and categories of such self-efficacy beliefs at the level of lesson design within the context of teacher education. It discusses the need for teacher educators to facilitate educationally sound critical reflection on lesson design skills, disposition and practices that foster PSTs' sense of ability to teach via inquiry in elementary classrooms.

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“…Students tend to like concrete media because it is more interesting to look at, easy to recognize the original form, and helps clarify the material. So it can be concluded that learning media plays a role in helping students to get direct experience and encouraging student enthusiasm in the teaching and learning process ( (Marino & Crocco, 2020;Mukuka et al, 2021;Sriani et al, 2015). It makes students quickly grasp the material and can find the correct answer according to the material that has been studied (Febliza & Okatariani, 2020;Jogezai et al, 2021;Sunismi, 2015).…”

Section: Introductionmentioning

confidence: 99%

PINSA Learning Media (Cow Digestion Billboard) on Healthy Food Theme

Widiharto

Fajriyah

Kiswoyo

2021

IJERR

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Interactive learning media has not yet been developed by utilizing visual media to experience abstract learning difficulties. Students do not understand the material during the learning process. This study aims to develop a media billboard for cow digestion that can be used as an alternative media to help the learning process. This type of research is research and development (R&D), with the development model used being the ADDIE model. Respondents in this study were six teachers and 58 fifth-grade elementary school students. This study involved three material experts and three learning media experts. The techniques used in collecting data are interviews, observations, questionnaires, and documentation. The instrument used is a questionnaire. The data analysis technique used is quantitative and qualitative. The results of this study were obtained based on the validity test results from the assessment of the media expert validator with a score of 99% (excellent), learning material expert 98% (excellent). The results of the practicality test were obtained based on the teacher's response assessment of 94% (excellent) and 99% of students (excellent). It can be concluded that the beef digestive billboard media is valid and practical to use on the theme of healthy food, the sub-theme of how the body processes food for fifth-grade elementary school students.

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The pre-service practicum experience and inquiry-oriented pedagogy: Evidence from student teachers’ lesson planning

Cited by 11 publications

References 74 publications

An Analysis of Teacher’s Lesson Plan for Learning English through Google Classroom in Junior High School

An Analysis of Teacher’s Lesson Plan for Learning English through Google Classroom in Junior High School

Instruction: examining elementary preservice teachers' self-efficacy for designing inquiry

PINSA Learning Media (Cow Digestion Billboard) on Healthy Food Theme

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