The Impact of Microteaching Lesson Study on Pre-Service Teachers' Creative Teaching Competencies: Fluency, Flexibility, Originality, Elaboration and Sensitivity
Keywords:
Microteaching Lesson Study; teaching creativity; pre-service elementary teachers; quasi-experimental study; reflective learningAbstract
Teaching creativity is an essential competence for pre-service elementary teachers in 21st-century learning. However, conventional microteaching often places greater emphasis on procedural teaching skills than on the development of creativity. This highlights the need for reflective and collaborative models such as Microteaching Lesson Study (MLS) to foster innovation, flexibility, and responsiveness to students’ needs systematically. To address this gap and introduce this approach into the context of teaching creativity in Indonesia, this study investigated the effect of integrating the MLS model and compared this with conventional microteaching. A quasi-experimental design was employed in this study. One limitation lay in the sampling procedure, as the number of participants and group composition were constrained by the pre-existing microteaching group structure established within the course. Consequently, fully randomized sampling was not possible, which may have limited the generalizability of the findings (n = 10). The experimental group was taught using the MLS model over a 14-week period, while the comparison group received conventional microteaching instruction. Data were collected through pre- and post-teaching practice assessments and analyzed using mean, standard deviation, independent samples t-test, and paired samples t-test. The results revealed significant improvements across all creativity indicators based on the paired samples t-tests. Furthermore, the experimental group significantly outperformed the comparison group in terms of fluency (0.002), flexibility (0.004), originality (0.026), and sensitivity (0.009). Therefore, MLS proved to be effective in enhancing teaching creativity through systematic collaborative and reflective processes.
https://doi.org/10.26803/ijlter.25.5.24
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