Journal of Pedagogical Sociology and Psychology
Engaging preservice teachers with culturally relevant microteaching activity: A university professor’s experience and perception
Aloysius C. Anyichie 1 *
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1 Brandon University, Canada
* Corresponding Author
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ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, 2024 - Volume 6 Issue 3, pp. 125-137
https://doi.org/10.33902/jpsp.202429217

Article Type: Research Article

Published Online: 23 Aug 2024

Views: 383 | Downloads: 262

ABSTRACT
There is an increase in the students’ cultural diversity in schools in Canada, making it essential for the teacher education programs to prepare pre-service teachers to better support all students in culturally inclusive classrooms. Using self-study approach to action research, this study investigated how a university professor in Canada engaged in a reflective practice about designing a culturally relevant microteaching assignment in an Educational Psychology course as a context for preparing culturally responsive pre-service teachers. Data collected included course syllabus, microteaching assignment instructions and lesson plans, designed peer feedback form, and professor’s class PowerPoint presentations, and personal reflective reports/journal. The findings indicated how: (1) the professor embedded culturally relevant and responsive pedagogies into the microteaching assignment, (2) pre-service teachers actively engaged in the designed culturally centred practices as a context for their professional development, and (3) multidimensional feedback was essential in supporting the pre-service teachers’ thinking about addressing issues of cultural diversity. The major findings, lessons learned by the professor, implications, limitations of the study with suggestions for future practice and research are discussed.     
KEYWORDS
action research culturally responsive and relevant pedagogy microteaching; pre-service teachers reflective practice self-study
In-text citation: (Anyichie, 2024)
Reference: Anyichie, A. C. (2024). Engaging preservice teachers with culturally relevant microteaching activity: A university professor’s experience and perception. Journal of Pedagogical Sociology and Psychology, 6(3), 125-137. https://doi.org/10.33902/jpsp.202429217
In-text citation: (1), (2), (3), etc.
Reference: Anyichie AC. Engaging preservice teachers with culturally relevant microteaching activity: A university professor’s experience and perception. Journal of Pedagogical Sociology and Psychology. 2024;6(3), 125-137. https://doi.org/10.33902/jpsp.202429217
In-text citation: (1), (2), (3), etc.
Reference: Anyichie AC. Engaging preservice teachers with culturally relevant microteaching activity: A university professor’s experience and perception. Journal of Pedagogical Sociology and Psychology. 2024;6(3):125-37. https://doi.org/10.33902/jpsp.202429217
In-text citation: (Anyichie, 2024)
Reference: Anyichie, Aloysius C.. "Engaging preservice teachers with culturally relevant microteaching activity: A university professor’s experience and perception". Journal of Pedagogical Sociology and Psychology 2024 6 no. 3 (2024): 125-137. https://doi.org/10.33902/jpsp.202429217
In-text citation: (Anyichie, 2024)
Reference: Anyichie, A. C. (2024). Engaging preservice teachers with culturally relevant microteaching activity: A university professor’s experience and perception. Journal of Pedagogical Sociology and Psychology, 6(3), pp. 125-137. https://doi.org/10.33902/jpsp.202429217
In-text citation: (Anyichie, 2024)
Reference: Anyichie, Aloysius C. "Engaging preservice teachers with culturally relevant microteaching activity: A university professor’s experience and perception". Journal of Pedagogical Sociology and Psychology, vol. 6, no. 3, 2024, pp. 125-137. https://doi.org/10.33902/jpsp.202429217
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