The Use of Interactive Lecture in Teaching Professional Education Courses among Preservice Teachers

Abstract

Researches frequently highlight a positive relationship between interactive lectures and student engagement. However, limited studies have specifically explored students’ perceptions and learning experiences on the use of interactive lecture in improving student engagement especially within preservice education. Understanding these perspectives and experiences is important as preservice teachers are more likely to use similar approach in the future, potentially influencing the learning experiences of the next generation of learners. This led to the study’s determination of preservice teachers’ perceptions and their learning experiences regarding the use of interactive lectures in professional education courses, a field where traditional lecturing remains prevalent. In this study, mixed-method approach was used, collecting both quantitative and qualitative data through survey questionnaires, focus group discussions, and reflective journals from 44 preservice teachers enrolled in the Bachelor of Elementary Education program at Mariano Marcos State University College of Teacher Education, Philippines. Findings in the survey indicate that preservice teachers agreed that interactive lectures significantly enhanced their engagement. Thematic analysis further categorized students’ learning experiences and engagement into distinct themes, revealing insights into how interactive lectures shape their learning experiences.