Abstract

• The main purpose of this study is to investigate pre-service teachers’ pedagogic skills in classroom teaching. Pedagogic skills are teaching skills or activities carried out by the teachers to foster meaningful learning for the learners. This study was conducted with convergent parallel design (QUAN+QUAL), which is one of the basic mixed methods designs. The one-group pretest-posttest design was used in the quantitative study whereas case study research design was used in the qualitative study. The participants were Second Year pre-service teachers at Sagaing University of Education in 2019-2020 Academic Year. The research instruments are pretest, posttest, a set of questionnaire, analytic rubrics for observation, and interview questions. In this study, the quantitative and qualitative data were simultaneously collected, merged them, and used the results to understand the research questions. For the quantitative data analysis, descriptive statistics and inferential statistics were used. In order to determine the progress of the participants in each of their pedagogic skills, pretest and posttest scores obtained from the quantitative study were compared with paired samples t test. The pre-service teachers’ attitudes towards pedagogic skills were analyzed using descriptive statistics (mean and percentage). For the qualitative study, the observation data were converted into numbers and analyzed quantitatively. In addition, thematic analysis was used for reporting themes within the interview data. Quantitative and qualitative data were merged through methodological and data triangulation. According to the research findings, the instructional behaviour of pre-service teachers in their pedagogic skills has been improved after using the pedagogic skills model.