Baran Kaya, TuğbaÇelik Demirci, SedefKul, Ümit2025-06-242025-06-24202418485189https://hdl.handle.net/11494/5614Effective instructional explanations are crucial for students’ learning, and teachers’ pedagogical content knowledge plays a significant role in enhancing the quality of these explanations. This study aimed to investigate how prospective teachers construct their instructional explanations to address common algebraic misconceptions, employing imaginary dialogues as a methodological tool. The study involved 28 pre-service teachers, whose instructional explanations were examined through semi-structured imaginary mathematical dialogues. Qualitative analysis revealed that while some pre-service teachers effectively connected student curiosity with content, many struggled to provide comprehensive explanations and adequately address students’ misconceptions and learning difficulties. This paper highlights the importance of aligning instructional explanations with students’ everyday experiences and the need for pre-service teachers to strengthen their specialized content knowledge. It also suggests integrating microteaching practices, such as developing and applying imaginary dialogues, in algebra teaching course to enhance instructional skills and encourage self-reflection.eninfo:eu-repo/semantics/embargoedAccessAlgebraic teachingImaginary dialoguesInstructional explanationsPre-service teachersArticle2641155121310.15516/cje.v26i4.58192-s2.0-105002661917Q4WOS:001455387400003Q4