Integrating the culturo-techno-contextual approach into science teacher education: Microteaching practices on socioscientific issues
DOI:
https://doi.org/10.36681/tused.2026.031Keywords:
Culturo-techno-contextual approach, microteaching, pre-service science teachers, science teacher education, socioscientific issuesAbstract
The Culturo-Techno-Contextual Approach (CTCA) offers an innovative model in science education by integrating cultural heritage, technology mediation, and local context. This study aims to examine the processes through which pre-service science teachers (PSTs) integrate CTCA into the teaching of socioscientific issues (SSIs) and their microteaching practices during this process. The study was designed as a case study, and the data collection tools consisted of the CTCA-based lesson plans, microteaching video recordings, and PSTs’ views on lesson plan preparation and practices. The results of the study revealed that the PSTs prepared strong lesson plans in terms of local context and technology use. They demonstrated strong performance in the dimensions of technology use and digital summary message delivery in microteaching. The results indicate that CTCA offers an effective framework for teaching SSIs in science teacher education; however, skills related to developing cultural context, conceptual clarification, and discussion management need to be supported.
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