Abstract

• The major purpose of this study is to explore the pre-service teachers’ pedagogical practice using productive pedagogies. Productive pedagogies emphasize improving students’ intellectual reasoning and makes teaching-learning in schools more applicable to the students’ everyday lives by creating supportive environments that accommodate diversity and achieve agendas of equity. In line with the research objectives, this study follows an ethnographic case study. By using criterion sampling techniques, 12 participants were selected. Five types of data collection methods: semi-structured interview protocol, classroom observational protocol, reflective journals, documents (pre-lesson plan and post-lesson plan) and focus group interview were applied in this study. The participants were firstly observed and interviewed to confirm their initial pedagogical practices and engaged with productive pedagogies with four microteaching cycles. Then, participants were allowed to implement productive pedagogies in practicum and observed their pedagogical practices and interviewed by focus group interview. After that, thematic analysis, cross-case analysis, and summary-based reporting approach were employed to organize the data analysis. According to the results of this study, pre-service teachers’ pedagogical practices enhanced when they were exposed to the training with productive pedagogies, especially in the areas of implementing supportive classroom environment. The noticeable strengths of implementing productive pedagogies by pre-service teachers in practicum practice have emerged as: (a) improvement in pedagogical practices, (b) guiding teachers’ preparation, (c) valuable guide for teaching, and (d) engagement in professional development opportunities. They also encountered some key challenges that faced their implementation and limited their best efforts: metalanguage, time and class size as contextual factors. Therefore, the overall results proved that this study irrefutably contributes and fulfills some degree for enhancing the pre-service teachers’ practicum practice although it would not support the absolute accomplishment for all teacher education sectors.