{"id":291,"date":"2021-03-03T14:02:18","date_gmt":"2021-03-03T19:02:18","guid":{"rendered":"http:\/\/tpack.pages.wm.edu\/?p=291"},"modified":"2021-03-03T14:02:18","modified_gmt":"2021-03-03T19:02:18","slug":"291","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/291","title":{"rendered":""},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Danday, B. A. (2019). Active vs. passive microteaching lesson study: Effects on pre-service teachers\u2019 technological pedagogical content knowledge. International Journal of Learning, Teaching and Educational Research, 18(6), 181\u2013200.\u00a0<a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.26803\/ijlter.18.6.11%20\" target=\"_blank\">https:\/\/doi.org\/10.26803\/ijlter.18.6.11<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Abstract:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u201cThe effects of the active and passive Microteaching Lesson Study (MLS) on the technological pedagogical content knowledge (TPCK) of the 18 pre-service Physics teachers were investigated using a pre-test-post-test quasi-experimental design. Scores from the content-based TPCK test, interview responses, and journal entries were analyzed using both quantitative and qualitative techniques, specifically, the Mann-Whitney U test, the Wilcoxon Signed Ranks test, the conceptual content analysis, and the constant comparative method. Results revealed that the Active Microteaching Lesson Study (Active MLS) provided more beneficial effects on the pre-service Physics teachers\u2019 overall TPCK and certain components than the Passive MLS. The implications of the findings to research and practice were discussed. Recommendations for future research were also provided.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Danday, B. A. (2019). Active vs. passive microteaching lesson study: Effects on pre-service teachers\u2019 technological pedagogical content knowledge. International Journal of Learning, Teaching and Educational Research, 18(6), 181\u2013200.\u00a0https:\/\/doi.org\/10.26803\/ijlter.18.6.11 Abstract: \u201cThe effects of the active and passive Microteaching Lesson Study (MLS) on the technological pedagogical content knowledge (TPCK) of the 18&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/291\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[513,571,710,711],"coauthors":[2301],"class_list":["post-291","post","type-post","status-publish","format-standard","hentry","category-journal-article","tag-preservice-teachers","tag-physics","tag-mls","tag-microteaching-lesson-study","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/291","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=291"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/291\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=291"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=291"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=291"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=291"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}