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

This 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.