The Effect of Sustainability-Based Microteaching Practices on the Beliefs and Pedagogical Reflections of Primary School Mathematics Teacher Candidates

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dc.contributor.authorTastepe, Mehtap
dc.date.accessioned2026-04-25T14:20:30Z
dc.date.available2026-04-25T14:20:30Z
dc.date.issued2025
dc.departmentSinop Üniversitesi
dc.description.abstractThis study investigated the impact of preparing lesson plans and conducting microteaching activities-aligned with the learning outcomes of the mathematics curriculum-on the development of sustainability beliefs among teacher candidates. The rationale behind this research stems from the growing global emphasis on sustainability and the urgent need to embed sustainability literacy into teacher education programs, particularly in disciplines such as mathematics, which are often perceived as abstract and value-neutral. There is a recognized gap in equipping pre-service teachers with the pedagogical skills and conceptual awareness needed to integrate sustainability meaningfully into mathematics instruction. Employing a mixed-methods design, the Sustainability Belief Scale was administered to 45 teacher candidates (22 in the experimental group and 23 in the control group) as both a pre-test and post-test. During the intervention, participants in the experimental group collaboratively designed lesson plans and delivered them through microteaching sessions. Throughout the process, they maintained individual reflective journals. The lesson plans and microteaching performances were evaluated using instructor-developed rubrics. Data were analyzed using both quantitative statistical techniques and qualitative content analysis. The findings indicate that integrating sustainability themes into mathematics education significantly enhances teacher candidates' sustainability beliefs and informs their pedagogical orientations. This study underscores the importance of structured, practice-based learning experiences-such as sustainability-focused microteaching-as a means to develop the competencies needed for education for sustainable development in mathematics classrooms.
dc.description.sponsorshipSinop University
dc.description.sponsorshipI would like to thank the Sinop University ethics committee and the prospective teachers who participated and supported the research.
dc.identifier.doi10.3390/su17167318
dc.identifier.issn2071-1050
dc.identifier.issue16
dc.identifier.orcid0000-0002-4535-3606
dc.identifier.scopus2-s2.0-105014353329
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.3390/su17167318
dc.identifier.urihttps://hdl.handle.net/11486/8611
dc.identifier.volume17
dc.identifier.wosWOS:001558326600001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorTastepe, Mehtap
dc.language.isoen
dc.publisherMdpi
dc.relation.ispartofSustainability
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20260420
dc.subjectsustainability
dc.subjectprimary school mathematics teaching
dc.subjectmicroteaching
dc.subjectlesson plan
dc.subjectreflective journal
dc.subjectassessment rubric
dc.titleThe Effect of Sustainability-Based Microteaching Practices on the Beliefs and Pedagogical Reflections of Primary School Mathematics Teacher Candidates
dc.typeArticle

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