Font Size:
Mathematics Preservice Teachers’ Performance and Challenges on Video-Based Microteaching Amid Pandemic
Last modified: 2021-08-16
Abstract
Microteaching is a teaching and learning training activity for preservice teachers to develop teaching skills and as a training medium for interacting with students, which are parts of pedagogical competence, a professional teacher has to master. Microteaching can provide classroom-teaching experience on a micro scale before teaching actual classes. However, due to the current COVID-19 pandemic situation, the microteaching sessions is shifting from face-to-face mode in a microteaching laboratory to remote learning mode from home. This study aims to describe the performance, difficulties, and challenges of mathematics preservice teacher in video-based microteaching. This research is a descriptive qualitative study involving 54 mathematics preservice teachers in IAIN Kediri. The data were collected through observation, documentation, and interview conducted in February-April 2021. Based on the research results, 24.07% mathematics preservice teachers performed in the excellent category, 20,37 % in good category, 29,63% in fair category, and 25,93% in poor category. It was indicated that the performance difficulties were almost found in all observation aspects, but most commonly found in the aspects of giving apperception and motivation, applying the scientific approach, and closing learning, and. Furthermore, it was revealed that mathematics preservice teachers experienced 3 major challenges, namely pedagogical and psychological, infrastructure, and technical in creating video-taped microteaching.