Speakers
Abstract section 5: References
Arifmiboy, A. (2019). Microteaching: Model Tadaluring. Wade Group.
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
Abstract section 3: Content/method
A qualitative study at Lambung Mangkurat University examined 20 English education students who completed a microteaching course. Open ended surveys and semi structured interviews were utilized as the instruments. The participants shared their experiences, challenges, and perceived growth throughout the program (Cresswel & Poth, 2016).
Abstract section 2: Contribution/research questions
- How does microteaching contribute to the professional development of English pre-service teachers?
- What teaching competencies do pre-service teachers develop through microteaching?
- What challenges do pre-service teachers experience during microteaching?
Abstract section 4: Outcomes/results
Students reported increased self-confidence, improved classroom communication, and greater awareness of their teaching strengths and areas for improvement. Peer evaluations and feedback from lecturers were highlighted as valuable tools for reflection. Additionally, participants acknowledged the role of microteaching in helping them shift from a student mindset to that of a teacher. However, the study also identified challenges such as performance anxiety and the limited realism of simulated classroom settings. These findings suggest the need to enhance microteaching by incorporating more contextual elements and authentic teaching scenarios. This study offers practical insights for improving teacher preparation programs in similar contexts.
Abstract section 1: Relevance
Microteaching course is a compulsory subject that must be taken by every student in the teacher training institution in Indonesia (Arifmiboy, 2019). However, limited research has explored how microteaching supports the professional growth of English pre-service teachers, particularly in the Indonesian context. Understanding students’ experiences with microteaching is important for improving teacher preparation programs and ensuring that future teachers develop the pedagogical competence, confidence, and reflective skills needed for effective teaching.
| Title | Microteaching and EFL Pre-Service Teacher's Readiness |
|---|---|
| Teaching Context | College and university education |