Exploring Prospective Teachers’ Perceptions of Teaching Creativity through Microteaching Lesson Study: Impact on Professional Development
DOI:
https://doi.org/10.56294/saludcyt20252301Keywords:
Teaching creativity, Prospective teachers, Perceptions, Microteaching lesson, Study, Instructional innovationAbstract
Introduction: teaching creativity is essential in capturing students’ attention and creating an effective learning process. This study aims to explore prospective teachers’ perceptions of creativity in teaching through microteaching lesson study experiences
Methods: the research employed a qualitative method with a case study approach involving several pre-service teacher education students participating in a microteaching and lesson study program. Data were collected through observation, interviews, and document analysis, then analyzed using thematic techniques. The results show that prospective teachers perceive teaching creativity as the use of innovative methods, adaptation to students’ needs, and the ability to develop engaging learning materials. They also feel that microteaching and lesson study help improve self-confidence, self-reflection, and collaboration in developing creativity.
Results: these findings highlight the importance of collaborative practice-based experiences in shaping prospective teachers’ perceptions and creative skills.
Conclusions: the conclusion of this study is that microteaching experiences based on lesson study are effective in building positive perceptions and creative teaching skills among prospective teachers.
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