Abstract:

Microteaching for preservice English language (EL) training has always been face-to-face as these teachers are trained to teach in secondary classrooms. However, these preservice teachers were also aware of the need for teaching synchronously via online platforms if face-to-face classes were not possible due to COVID-19. The sudden surge of cases of COVID-19 in the 4th quarter of 2021 led to the cancellation of face-to-face classes during the period when microteaching for preservice teachers training had to be conducted. The decision was to use the synchronous Zoom platform for microteaching.

The aim of the study was to assess EL preservice teachers’ microteaching via Zoom through the technology, pedagogy, and content knowledge (TPACK) framework conceptualized by Koehler and Mishra (2009) which was based on Shulman’s (1986, 1987) construct of pedagogical content knowledge (PCK). The 18 preservice teachers’ microteaching yielded data for the study in terms of lesson plans and observational notes of their lessons. The qualitative data collected were analyzed using the TPACK framework.

The results of the study showed that these preservice teachers were competent users of technology and in terms of TPACK, they demonstrated Pedagogical knowledge (PK), Pedagogical Content Knowledge (PCK), Technology knowledge (TK), Technological Content Knowledge (TCK) and Technological Pedagogical Knowledge (TPK) and they were aware of the affordances and constraints of Zoom and Information and Communications Technology (ICT) tools (such as interactive digital whiteboards and Google Classroom tools) for the synchronous teaching of EL lessons in their microteaching.

Keywords:

Technology, pedagogy, and content knowledge (TPACK) framework, microteaching, zoom platform, English language preservice teachers.