Microteaching for Pre-service Science Teachers during the COVID-19 Pandemic: A Theoretical Framework

Abstract

Teaching has a unique complexity that intertwines the ability to deliver information and the information itself.
While the terminology of teaching is specifically used for teachers, developing teaching ability is well-known through microteaching classes for pre-service teachers that were initially conducted at Stanford University in 1966. On the other hand, the COVID-19 pandemic forces the pre-service science teacher program to switch from face-to-face to an online system. Therefore, the specific framework of microteaching for pre-service science teachers as an adaptation to the need for online teaching is essential to be explored deeper. Our research conducted a literature review on articles in various educational databases, journals, and books. This paper outlines the coherence in microteaching during the pandemic, TPACK for pre-service science teachers, and a conceptual framework for microteaching for pre-service science teachers during the pandemic.