Akademik Veri Yönetim Sistemi
European Journal of Teacher Education, 2025 (SSCI, Scopus)
Despite the common use of micro-teaching in pre-service teacher education programs, the authenticity of teacher-learning opportunities afforded by micro-teachings and the transferability of these opportunities into actual classrooms remain questionable to date. This study employs multimodal conversation analysis to examine video-recordings of micro-teachings and actual-teachings of the same lessons delivered in university settings and then in actual pre-school English as a foreign language classrooms. We comparatively analyze the interactional trajectories of troubles that were simulated by pre-service teachers and produced by pre-school students. By examining the emergent troubles and relevant resolution mechanisms, we show the convergences and divergences between the designed/simulated and actual troubles to understand the authenticity of micro-teachings. We also compare the trouble resolution mechanisms deployed by pre-service teachers to evaluate the preparedness provided by micro-teachings and assess the transferability of the teacher learning opportunities. This study introduces methodological novelty and advances data-led, evidence-based approaches to teacher education.