English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Teaching skills are essential skills that need to be acquired during the teacher training program. However, due to different cultural contexts and approaches, the acquisition of this skill can be achieved through various patterns. Many teacher preparation programs prioritize the development of cultural readiness needed and teachers have a pivotal role for supporting learners in their classrooms to engage with diverse cultural values, beliefs, and norms of behaviors that are not in agreement with the experiences of learners (Arthur et al., 2020). It appears training programs vary from countries to countries; cultural background to another; regions to regions even geographical location to others, unlike teacher training microteaching practices program which has been observed in various studies to be the same process everywhere. Microteaching, as a concept, is designed to develop the teaching method and cannot stand alone (Mahmud & Rawshon, 2013). For instance, in Chinese teacher education program, microteaching is seen and taught as a separate course and as a methodology, which might be the reason for higher performance in Program for International Student Assessment (PISA) (Amy, 2019; Lau & Ho, 2016; Wei & Ou, 2018). Meanwhile, the Nigeria cumulative performance in West African Examination Secondary School Certificate Examination (WASSCE) stands at about 47% in Physics (Gulee et al., 2018) and teacher factor has been associated with poor performances in WASSCE (Ogundele et al., 2014). The first microteaching started at Stanford University in the United States of America in 1959 and was applied by the faculty members of Blessing F. Komolafe Zhejiang Normal University, China Adekunle Ajasin University, Nigeria Moses O. Ogunniran Beijing Normal University, China Fen Y. Zhang, Xu S. Qian Zhejiang Normal University, China Abstract. Microteaching practice is an important part of Pre-Service Physics Teacher (PsPT) Training Program adopting different approaches to inspire the acquisition of teaching skills by prospective teachers. Using psychomotor domain aspect of revised Bloom’s taxonomy to explore microteaching practice as it relates to physics teaching, this research examined the significant influences of the two approaches (Nigeria and China) identified on the teaching skill of PsPT and suggests the best ways of improving the teaching skill of PsPT through micro-teaching practices. Data were collected using the mixed-method research design of administering descriptive survey questionnaire on final year PsPT while a structured interview question was used to interview the teachers. It was found that the two approaches had significant influences on the teaching skill acquisition of PsPT through microteaching practices with respect to physics as a subject that requires motor skill, and that this can be improved through micro-teaching by a combination of theory with practice. Also, physics teacher educators need to focus on developing PsPTs’ psychomotor domain in line with time reform in microteaching practices to accommodate more time for PsPTs’ to master the subject concept of physics as a psycho motive subject.

A COMPARATIVE PERSPECTIVE OF TEACHING SKILL ACQUISITION IN PRE-SERVICE PHYSICS TEACHER (PsPT) TRAINING PROGRAM IN CHINA AND NIGERIA