摘要：The broad context of this paper is based on the authors’ fieldwork experience in
implementing a jigsaw-type cooperative learning method. The paper aims to
explore the role of Jigsaw Model for prospective teachers’ understanding of
pedagogical content knowledge and how it can be integrated with their
instructional communication skill. This study was a qualitative case study. Sixty
second-year university students were involved as the study participants. Data were
gathered through observations, field notes, and interviews with key respondents.
The data were thematically analyzed, and they were interpreted based on the
prepared achievements indicator. The results of the study reveal that the
implementation of a jigsaw-type cooperative learning method is successful in
improving both pedagogical content knowledge and verbal communication skill of
the prospective teachers.
