Applying Gagné’s Nine Events to Evaluate Teaching Practices of Pre-Service Elementary Teachers

Abstract

This study aims to investigate the application of Robert Gagné’s instructional theory in the teaching practice of pre-service elementary school teachers. Gagné’s nine events of instruction provide a structured framework for planning and implementing effective lessons, yet their actual implementation in classroom practice often varies. Using a qualitative descriptive approach, this research analyzed three video recordings of teaching practice sessions conducted by students of the PPG (Teacher Professional Education) program at Universitas Jambi. Data were collected through video observation and evaluated using an observation sheet aligned with Gagné’s instructional model. The results indicate that several instructional events such as gaining attention, presenting content, providing guidance, and giving feedback were implemented effectively, leading to more interactive and engaging learning processes. However, the stages of stimulating recall of prior knowledge and facilitating transfer to real-life contexts were less consistently applied. These gaps suggest that while pre-service teachers are able to structure lessons according to instructional models, further support is needed to strengthen their ability to connect new knowledge with learners’ previous experiences and broader applications. The findings contribute to the field of teacher education by highlighting both strengths and weaknesses in applying Gagné’s instructional theory. This research emphasizes the importance of systematic instructional design training in teacher preparation programs to enhance pedagogical competence and ensure the delivery of meaningful and outcome-oriented learning experiences.