Learning to Be a Teacher: Prospective Teachers' Experiences and Perceptions in Micro Teaching Course
Abstract
This study aims to investigate the experiences and perceptions of prospective student teachers in microteaching courses as part of the learning process to become a teacher. The research method used was qualitative research with a case study approach. Data was collected via Google Forms to ensure maximum efficiency and internet accessibility. The data collection period started in early December 2023 and extended to early January 2024. This study examines microteaching experiences of 20 student teachers (13 females, 7 males, aged 20–24 years) from urban and rural backgrounds at the Indonesian Institute of the Arts Yogyakarta. Data were collected via questionnaires and analyzed thematically. The study used a structured questionnaire with 19 questions across 7 topics, distributed via Google Forms for efficient data collection and secure response management. The findings showed that the experiences and perceptions of pre-service teachers varied greatly, influenced by factors such as microteaching preparation; experiences during microteaching sessions; feedback and learning; perceptions and evaluations of the microteaching course; suggestions and recommendations; perceptions of the teaching career; and self-reflection. The implication of these findings is the need for a diverse approach in micro teaching to meet the needs and enrich the learning experience of pre-service teachers.
Downloads
References
Achille, C., & Fiorillo, F. (2022). Teaching and learning of cultural heritage: Engaging education, professional training, and experimental activities. Heritage, 5(3). https://doi.org/10.3390/heritage5030134
Adhikari, Y. N. (2020). Trainee teachers’ perspectives on microteaching. Journal of NELTA Gandaki, 3(1–2). https://doi.org/10.3126/jong.v3i1-2.33156
Adom, D., Sharma, E., Sharma, S., & Agyei, I. K. (2021). Teaching strategies, school environment, and culture: drivers of creative pedagogy in ghanaian schools. Studies in Learning and Teaching, 2(2). https://doi.org/10.46627/silet.v2i2.68
Agarwal, N. (2018). A study of innovations in instructional strategies and designs for quality enrichment in Higher Education. Cosmos An International Journal of Art & Higher Education A Refereed Research Journal, 7(2).
Ahmet, Ö. N. A. L. (2019). An exploratory study on pre-service teachers’ reflective reports of their video-recorded microteaching. Journal of Language and Linguistic Studies, 15(3). https://doi.org/https://doi.org/10.17263/jlls.631520
Altammar, J., & Aljassar, S. (2021). The effect of microteaching on the enhancement of female mathematics and social studies teachers’ skills in the college of education at Kuwait university. International Journal of Knowledge and Learning, 14(4). https://doi.org/10.1504/ijkl.2021.118558
Altuk, Y. G., Kaya, V. H., & Bahceci, D. (2012). A study on developing “Microteaching scale” for student teachers. Procedia - Social and Behavioral Sciences, 46, 2964–2969. https://doi.org/10.1016/j.sbspro.2012.05.598
Altun, M. (2019). An underestimated tool: Body language in classroom during teaching and learning. International Journal of Social Sciences & Educational Studies, 6(1). https://doi.org/10.23918/ijsses.v6i1p155
Alyani, A. A., & Ratmanida. (2021). Students’ perception of project - based learning in microteaching class. Journal of English Language Teaching, 10(3). https://doi.org/https://doi.org/10.24036/jelt.v10i3.113874
Ambarini, R., Zahraini, D. A., Yulianti, F., & Prayogi, I. (2022). The linkage of online microteaching programs helping prospective teacher students practice reflective thinking about teaching skills. 2nd English Teaching, Literature, and Linguistics (ETERNAL) Conferernce.
Antika, R., & Iksan, M. K. (2018). Teachers’ nonverbal communication in english teaching and learning process. Tell-us Journal, 4(1). https://doi.org/10.22202/tus.2018.v4i1.2799
Asregid, D., Mihiretie, D. M., & Kassa, S. A. (2023). Teacher educators use of feedback to facilitate reflective practice among pre-service teachers during microteaching. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2257121
Bidabadi, N. S., Isfahani, A. N., Rouhollahi, A., & Khalili, R. (2016). Effective teaching methods in higher education: Requirements and barriers. Journal of Advances in Medical Education & Professionalism, 4(4).
Bognar, B., & Krumes, I. (2017). Encouraging reflection and critical friendship in preservice teacher education. Center for Educational Policy Studies Journal, 7(3). https://doi.org/10.26529/cepsj.289
Bressman, S., Winter, J. S., & Efron, S. E. (2018). Next generation mentoring: Supporting teachers beyond induction. Teaching and Teacher Education, 73. https://doi.org/10.1016/j.tate.2018.04.003
Burger, J. (2024). Constructivist and transmissive mentoring: effects on teacher self-efficacy, emotional management, and the role of novices’ initial beliefs. Journal of Teacher Education, 75(1). https://doi.org/10.1177/00224871231185371
Callahan, J. (2016). Encouraging retention of new teachers through mentoring strategies. The Delta Kappa Gamma Bulletin, 83(1).
Cebeci, N. (2016). Prospective teachers’ beliefs about micro-teaching. International Association of Research in Foreign Language Education and Applied Linguistics ELT Research Journal, 5(1).
Chen, Z., Sun, Y., & Jia, Z. (2022). A Study of student-teachers’ emotional experiences and their development of professional identities. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.810146
Cohen, J., Wong, V., Krishnamachari, A., & Berlin, R. (2020). Teacher coaching in a simulated environment. Educational Evaluation and Policy Analysis, 42(2). https://doi.org/10.3102/0162373720906217
Collet, V. S., & Greiner, A. C. (2020). Revisioning grammar instruction through collaborative lesson study: A new apprenticeship of observation. Literacy Research and Instruction, 59(2). https://doi.org/10.1080/19388071.2019.1709927
Corcoran, R. P., & O’Flaherty, J. (2018). Factors that predict pre-service teachers’ teaching performance. Journal of Education for Teaching, 44(2). https://doi.org/10.1080/02607476.2018.1433463
Coşkun, A. (2016). Exploring the microteaching component of an efl teacher education program. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(3).
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. Google Books. In SAGE Publications, Inc.
Crichton, H., Valdera Gil, F., & Hadfield, C. (2021). Reflections on peer micro-teaching: raising questions about theory informed practice. Reflective Practice, 22(3). https://doi.org/10.1080/14623943.2021.1892621
Cross Francis, D., Liu, J., Bharaj, P. K., & Eker, A. (2019). Integrating social-emotional and academic development in teachers’ approaches to educating students. Policy Insights from the Behavioral and Brain Sciences, 6(2). https://doi.org/10.1177/2372732219864375
d’Alessio, M. A. (2018). The effect of microteaching on science teaching self-efficacy beliefs in preservice elementary teachers. Journal of Science Teacher Education, 29(6). https://doi.org/10.1080/1046560X.2018.1456883
Danday, B. A. (2019). Active vs passive microteaching lesson study: effects on pre-service teachers’ technological pedagogical content knowledge. International Journal of Learning, Teaching and Educational Research, 18(6). https://doi.org/10.26803/ijlter.18.6.11
Darling-Hammond, L., & Hyler, M. E. (2020). Preparing educators for the time of COVID and beyond. European Journal of Teacher Education, 43(4), 457–465. https://doi.org/10.1080/02619768.2020.1816961
Darwish, S. Al, & Sadeqi, A. A. (2016). Microteaching impact on student teacher’s performance: A case study from Kuwait. Journal of Education and Training Studies, 4(8). https://doi.org/10.11114/jets.v4i8.1677
Davids, M. (2016). Student experiences of microteaching: promoting reproductive or innovative learning. South African Journal of Higher Education, 30(1). https://doi.org/10.20853/30-1-549
de Lange, T., & Nerland, M. (2018). Learning to teach and teaching to learn: Exploring microteaching as a site for knowledge integration in teacher education. In Higher Education Dynamics (Vol. 50). https://doi.org/10.1007/978-3-319-72832-2_10
Defis, N., Glover, A., Jennings, C., Stewart, S., Wallis, R., Craggs, B., Hay, C., Linton, B., Powell, T., & Williams, A. (2022). Using video technology to support micro-teaching and reflection in Initial Teacher Education. Case Studies Journal of Educational Innovation, Partnership and Change, 8(1).
Dewsbury, B., & Brame, C. J. (2019). Inclusive teaching. CBE Life Sciences Education, 18(2). https://doi.org/10.1187/cbe.19-01-0021
Djudin, T. (2019). Self-Concept, interest in becoming a teacher, prerequisite courses: What do the most determinant factors in microteaching competencies of prospective teachers?. JETL (Journal of Education, Teaching and Learning), 4(2). https://doi.org/10.26737/jetl.v4i2.1322
Dos Santos, L. M. (2019). The relationship between teachers’ beliefs, teachers’ behaviors, and teachers’ professional development: A literature review. In International Journal of Education and Practice (Vol. 7, Issue 1). https://doi.org/10.18488/journal.61.2019.71.10.18
Dunn, R. J., & Doolittle, S. A. (2020). Professional development for teaching personal and social responsibility: Past, present, and future. Journal of Teaching in Physical Education, 39(3). https://doi.org/10.1123/JTPE.2019-0226
Duran, D., & Miquel, E. (2019). Preparing teachers for collaborative classrooms. In Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.780
Elias, S. K. (2018). Pre-service teachers’ approaches to the effectiveness of micro-teaching in teaching practice programs. Open Journal of Social Sciences, 06(05). https://doi.org/10.4236/jss.2018.65016
Enama, P. R. B. (2021). Student teachers’ competence in lesson planning during microteaching. Journal of Teacher Education and Educators, 10(3).
Ersin, P., Atay, D., & Mede, E. (2020). Boosting preservice teachers’ competence and online teaching readiness through e-practicum during the covid-19 outbreak. International Journal of TESOL Studies. https://doi.org/10.46451/ijts.2020.09.09
Estrada-Vidal, L. I., Olmos-Gómez, M. D. C., López-Cordero, R., & Ruiz-Garzón, F. (2020). The differences across future teachers regarding attitudes on social responsibility for sustainable development. International Journal of Environmental Research and Public Health, 17(15). https://doi.org/10.3390/ijerph17155323
Ferguson, S., & Sutphin, L. (2022). Analyzing the impact on teacher preparedness as a result of using mursion as a risk-free microteaching experience for pre-service teachers. Journal of Educational Technology Systems, 50(4). https://doi.org/10.1177/00472395211067731
Fischetti, J., Ledger, S., Lynch, D., & Donnelly, D. (2022). -Practice before practicum: Simulation in initial teacher education. Teacher Educator, 57(2). https://doi.org/10.1080/08878730.2021.1973167
Fisher, D., & Frey, N. (2014). Better learning through structured teaching: A framework for the gradual release of responsibility. In Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, 2nd Edition.
Girardet, C. (2018). Why do some teachers change and others don’t? A review of studies about factors influencing in‐service and pre‐service teachers’ change in classroom management. Review of Education, 6(1). https://doi.org/10.1002/rev3.3104
Glaesser, J. (2019). Competence in educational theory and practice: a critical discussion. Oxford Review of Education, 45(1). https://doi.org/10.1080/03054985.2018.1493987
Gómez-Pablos, V. B., Martín del Pozo, M., & García-Valcárcel Muñoz-Repiso, A. (2017). Project-based learning (PBL) through the incorporation of digital technologies: An evaluation based on the experience of serving teachers. Computers in Human Behavior, 68. https://doi.org/10.1016/j.chb.2016.11.056
González‐salamanca, J. C., Agudelo, O. L., & Salinas, J. (2020). Key competences, education for sustainable development and strategies for the development of 21st century skills. A systematic literature review. Sustainability (Switzerland), 12(24). https://doi.org/10.3390/su122410366
Grimmett, H., Forgasz, R., Williams, J., & White, S. (2018). Reimagining the role of mentor teachers in professional experience: moving to I as fellow teacher educator. Asia-Pacific Journal of Teacher Education, 46(4). https://doi.org/10.1080/1359866X.2018.1437391
Hardy, J. G., Sdepanian, S., Stowell, A. F., Aljohani, A. D., Allen, M. J., Anwar, A., Barton, D., Baum, J. V., Bird, D., Blaney, A., Brewster, L., Cheneler, D., Efremova, O., Entwistle, M., Esfahani, R. N., Firlak, M., Foito, A., Forciniti, L., Geissler, S. A., … Wright, K. L. (2021). Potential for chemistry in multidisciplinary, interdisciplinary, and transdisciplinary teaching activities in higher education. Journal of Chemical Education, 98(4). https://doi.org/10.1021/acs.jchemed.0c01363
Hepburn, S. J., Carroll, A., & McCuaig, L. (2021). Exploring a complementary stress management and wellbeing intervention model for teachers: Participant experience. International Journal of Environmental Research and Public Health, 18(17). https://doi.org/10.3390/ijerph18179009
Herrera, R. F., Vielma, J. C., & La Rivera, F. M. (2018). Impact of microteaching on engineering students’ communication skills. International Journal of Engineering Education, 34(6).
Howells, K., Fitzallen, N., & Adams, C. (2016). Using assessment to develop social responsibility as a graduate attrib in teacher education. Australian Journal of Teacher Education, 41(6). https://doi.org/10.14221/ajte.2016v41n6.4
Hunt, K., Gurvitch, R., & Lund, J. L. (2016). Teacher evaluation: done to you or with you?. Journal of Physical Education, Recreation & Dance, 87(9). https://doi.org/10.1080/07303084.2016.1226215
Hussin, A. A. (2018). Education 4.0 made simple: ideas for teaching. International Journal of Education and Literacy Studies, 6(3). https://doi.org/10.7575/aiac.ijels.v.6n.3p.92
Jääskelä, P., Häkkinen, P., & Rasku-Puttonen, H. (2017). Teacher beliefs regarding learning, pedagogy, and the use of technology in higher education. Journal of Research on Technology in Education, 49(3–4). https://doi.org/10.1080/15391523.2017.1343691
Jacquart, M., Scott, R., Hermberg, K., & Bloch-Schulman, S. (2019). Diversity is not enough: The importance of inclusive pedagogy. Teaching Philosophy, 42(2). https://doi.org/10.5840/teachphil2019417102
Jakopovic, P., Karpf, A., Lemke, J., & McGlamery, S. (2023). The impact of microteach experiences on preservice teachers’ self-efficacy development. Delta Kappa Gamma Bulletin, 90(1).
Jean-Pierre, J., Hassan, S., & Sturge, A. (2023). Enhancing the learning and teaching of public speaking skills. College Teaching, 71(4). https://doi.org/10.1080/87567555.2021.2011705
Jia, Y., Oh, Y. J., Sibuma, B., LaBanca, F., & Lorentson, M. (2016). Measuring twenty-first century skills: development and validation of a scale for in-service and pre-service teachers. Teacher Development, 20(2). https://doi.org/10.1080/13664530.2016.1143870
Karlström, M., & Hamza, K. (2019). Preservice science teachers’ opportunities for learning through reflection when planning a microteaching unit. Journal of Science Teacher Education, 30(1), 44–62. https://doi.org/10.1080/1046560X.2018.1531345
Kelleci, O., Kulaksiz, T., & Pala, F. K. (2018). The effect of social network-supported microteaching on teachers self-efficacy and teaching skills. World Journal on Educational Technology: Current Issues, 10(2). https://doi.org/10.18844/wjet.v10i2.3456
Kieu, T. K., & Singer, J. (2017). Involvement of ngos in training teachers in education for sustainable development in Vietnam: A case study. European Journal of Sustainable Development, 6(1). https://doi.org/10.14207/ejsd.2017.v6n1p153
Kilag, O. K. T., Malbas, M. H., Miñoza, J. R., Ledesma, M. M. R., Vestal, A. B. E., & Sasan, J. M. V. (2023). The views of the faculty on the effectiveness of teacher education programs in developing lifelong learning competence. European Journal of Higher Education and Academic Advancement, 1(2). https://doi.org/10.61796/ejheaa.v1i2.106
Kim, H., Care, E., & Vista, A. (2019). Education systems need alignment for teaching and learning 21st century skills. In The Brookings Institution (p. 1). https://www.brookings.edu/blog/education-plus-development/2019/01/30/education-systems-need-alignment-for-teaching-and-learning-21st-century-skills/?utm_campaign=Brookings Global Connection&utm_source=hs_email&utm_medium=email&utm_content=69567245
Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1). https://doi.org/10.1177/1745499919829214
Kirpalani, N. (2017). Developing self-reflective practices to improve teaching effectiveness. In Journal of Higher Education Theory and Practice (Vol. 17, Issue 8).
Kitchen, J., & Taylor, L. (2021). Preparing Preservice Teachers for social justice teaching: designing and implementing effective interventions in teacher education. In Springer International Handbooks of Education: Vol. Part F1629. https://doi.org/10.1007/978-3-030-35858-7_70
Kokkinos, T. (2022). Student teachers and online microteaching: Overcoming challenges in the age of the pandemic. European Journal of Educational Research, 11(3). https://doi.org/10.12973/eu-jer.11.3.1897
Kourieos, S. (2016). Video-mediated microteaching-A stimulus for reflection and teacher growth. Australian Journal of Teacher Education, 41(1), 65–80. https://doi.org/10.14221/ajte.2016v41n1.4
Kraft, M. A. (2019). Teacher effects on complex cognitive skills and social-emotional competencies. Journal of Human Resources, 54(1). https://doi.org/10.3368/JHR.54.1.0916.8265R3
Krapivnyk, G., Tuchyna, N., Bashkir, O., Borysov, V., Gonchar, O., & Plakhtyeyeva, V. (2021). Modelling the process of reflection with pre-service student teachers. Revista Romaneasca Pentru Educatie Multidimensionala, 13(3). https://doi.org/10.18662/rrem/13.3/443
Kridiotis, C. A., & Van Wyk, C. (2019). A critical reflection by participants on microteaching as a learning experience for newly appointed health professions educators. African Journal of Health Professions Education, 11(2). https://doi.org/10.7196/ajhpe.2019.v11i2.1103
Kroeger, S. D., Doyle, K., Carnahan, C., & Benson, A. G. (2022). Microteaching: An opportunity for meaningful professional development. Teaching Exceptional Children. https://doi.org/10.1177/00400599211068372
Kula, S. S., & Güler, M. P. D. (2021). University-school cooperation: Perspectives of pre-service teachers, practice teachers and faculty members. Asian Journal of University Education, 17(1). https://doi.org/10.24191/ajue.v17i1.12620
Kumar, S. (2016). Microteaching--“An efficient technique for learning effective teaching.” International Journal of Research in IT & Management, 6, 51–61. http://euroasiapub.org/current.php
Kurniawan, R., Firman, F., & Netrawati, N. (2023). Information services using the small group discussion learning method to improve students’ interpersonal communication skills. Widyagogik: Jurnal Pendidikan Dan Pembelajaran Sekolah Dasar, 10(2). https://doi.org/10.21107/widyagogik.v10i2.18074
Lang-Raad, N., & Witty, J. V. (2022). The boundless classroom: Designing purposeful instruction for any learning environment (L. Laflamme, Ed.; 1st ed.). International Society for Technology in Education.
Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1). https://doi.org/10.1080/0305764X.2016.1259389
Ledger, S., & Fischetti, J. (2019). Micro-teaching 2.0: Technology as the classroom. In Australasian Journal of Educational Technology (Issue 1).
Majoni, C. (2017). Assessing the effectiveness of microteaching during teacher preparation. European Journal of Research and Reflection in Educational Sciences, 5(2).
Mallillin, L. L. D. (2021). Teacher theory and adaptable model: an application to teaching profession. European Journal of Education Studies, 8(12). https://doi.org/10.46827/ejes.v8i12.4044
Mandici, M. E. (2023). Case studies in romanian teacher education: Flipped classroom and microteaching opportunities. Swedish Journal of Romanian Studies, 6(1). https://doi.org/10.35824/sjrs.v6i1.24899
Mantai, L., & Huber, E. (2021). Networked teaching: overcoming the barriers to teaching experiential learning in large classes. Journal of Management Education, 45(5). https://doi.org/10.1177/1052562920984506
Martin, A. K., & Russell, T. (2018). Supervising the teacher education practicum: A self-study with a critical friend. Studying Teacher Education, 14(3). https://doi.org/10.1080/17425964.2018.1541286
McGee, I. E. (2019). Developing mentor teachers to support student teacher candidates. SRATE Journal, 28(1).
McIver, D., Fitzsimmons, S., & Flanagan, D. (2016). Instructional design as knowledge management: A knowledge-in-practice approach to choosing instructional methods. Journal of Management Education, 40(1). https://doi.org/10.1177/1052562915587583
Meng, S. (2023). Enhancing teaching and learning: Aligning instructional practices with education quality standards. Research and Advances in Education, 2(7). https://doi.org/10.56397/rae.2023.07.04
Menggo, S., Merlyna Yuda Pramesti, P. D., & Krismayani, N. W. (2023). Integrating project-based learning in preparing students’ interpersonal communication skills on speaking courses in Indonesia. International Journal of Learning, Teaching and Educational Research, 22(9). https://doi.org/10.26803/ijlter.22.9.12
Merdekawati, K. (2022). Peer feedback impact on teaching skills. AIP Conference Proceedings, 2645. https://doi.org/10.1063/5.0113866
Mikulec, E., & Hamann, K. (2020). “My eyes have been opened”: Pre-service secondary teachers exploring behavior management through a microteaching project. Action in Teacher Education, 42(2). https://doi.org/10.1080/01626620.2019.1612297
Muijs, D., & Reynolds, D. (2011). Effective teaching: Evidence and practice. In Effective Teaching.
Nashori, F. (2021). Model of Everyone is a Teacher Here: Solution to Build up Students’ Self-Confidence. Jurnal Psikologi Integratif, 8(2). https://doi.org/10.14421/jpsi.v8i2.2061
Nasution, T., Meliani, F., Purba, R., Saputra, N., & Herman, H. (2023). participation performance of students’ basic teaching skills in microteaching. AL-ISHLAH: Jurnal Pendidikan, 15(2). https://doi.org/10.35445/alishlah.v14i4.2307
Neuhaus, S. (2020). Preparing teachers for deeper learning. Educational Review, 72(4), 541–542. https://doi.org/10.1080/00131911.2019.1695373
O’Brien, S., McNamara, G., O’Hara, J., & Brown, M. (2019). Irish teachers, starting on a journey of data use for school self-evaluation. Studies in Educational Evaluation, 60. https://doi.org/10.1016/j.stueduc.2018.11.001
Okunlola, J. O. (2023). Learning transfer in the workplace: An insight into the missing link in the education and training of employees. Studies in Learning and Teaching, 4(2). https://doi.org/10.46627/silet.v4i2.241
Orland-Barak, L., & Wang, J. (2021). Teacher mentoring in service of preservice teachers’ learning to teach: Conceptual bases, characteristics, and challenges for teacher education reform. Journal of Teacher Education, 72(1). https://doi.org/10.1177/0022487119894230
Özonur, M., & Kamışlı, H. (2019). Evaluation of pre-service teachers’ views related to microteaching practice. Universal Journal of Educational Research, 7(5). https://doi.org/10.13189/ujer.2019.070508
Pedro, A., Piedade, J., Matos, J. F., & Pedro, N. (2019). Redesigning initial teacher’s education practices with learning scenarios. International Journal of Information and Learning Technology, 36(3). https://doi.org/10.1108/IJILT-11-2018-0131
Pedrosa-de-Jesus, H., Guerra, C., & Watts, M. (2017). University teachers’ self-reflection on their academic growth. Professional Development in Education, 43(3). https://doi.org/10.1080/19415257.2016.1194877
Pomerance, L., Greenberg, J., & Walsh, K. (2016). Learning about learning: What every new teacher needs to know. In nctq.org.
Ralph, E. G. (2014). The effectiveness of microteaching: Five years’ findings. In International Journal of Humanities Social Sciences and Education (IJHSSE) (Vol. 1, Issue 7). www.arcjournals.org
Reddy, K. R. (2019). Teaching how to teach: microteaching (a way to build up teaching skills). Journal of Gandaki Medical College-Nepal, 12(1), 65–71. https://doi.org/https://doi.org/10.3126/jgmcn.v12i1.22621
Reynolds, R. A. (2023). Voting on the questions as a pedagogical practice in a community of philosophical enquiry. Childhood and Philosophy, 19. https://doi.org/10.12957/childphilo.2023.70520
Rusilowati, U., & Wahyudi, W. (2020). The Significance of Educator Certification in Developing Pedagogy, Personality, Social and Professional Competencies. https://doi.org/10.2991/assehr.k.200225.095
Samusevica, A., & Striguna, S. (2017). The development of teachers’ pedagogical competence in the process of self-education at the university. International Conference on Lifelong Learning and Leadership, 3(2).
Santoso, A., & Lestari, S. (2019). The roles of technology literacy and technology integration to improve students’ teaching competencies. KnE Social Sciences, 3(11). https://doi.org/10.18502/kss.v3i11.4010
Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. Future of Children, 27(1). https://doi.org/10.1353/foc.2017.0007
Scott, L. R., Bruno, L., Gokita, T., & Thoma, C. A. (2022). Teacher candidates’ abilities to develop universal design for learning and universal design for transition lesson plans. International Journal of Inclusive Education, 26(4). https://doi.org/10.1080/13603116.2019.1651910
Seitova, M. (2019). Student teachers’ perceptions of reflective practice. In International Online Journal of Education and Teaching (IOJET) (Vol. 6, Issue 4).
Seo, Y. (2020). Self-reflections of pre-service English teachers on microteaching experiences. In English Language Teaching.
Serrano, D. R., Dea-Ayuela, M. A., Gonzalez-Burgos, E., Serrano-Gil, A., & Lalatsa, A. (2019). Technology-enhanced learning in higher education: How to enhance student engagement through blended learning. European Journal of Education, 54(2). https://doi.org/10.1111/ejed.12330
Shawer, S. F. (2017). Teacher-driven curriculum development at the classroom level: Implications for curriculum, pedagogy and teacher training. Teaching and Teacher Education, 63. https://doi.org/10.1016/j.tate.2016.12.017
Simamora, R. M., & Pasaribu, D. (2023). Education should embrace all potential: Students’ reflective essays on the meaning of merdeka belajar. Studies in Learning and Teaching, 4(1). https://doi.org/10.46627/silet.v4i1.200
Slade, M. L., Burnham, T., Catalana, S. M., & Waters, T. (2019). The impact of reflective practice on teacher candidates’ learning. International Journal for the Scholarship of Teaching and Learning, 13(2). https://doi.org/10.20429/ijsotl.2019.130215
Smith, O. L., & Robinson, R. (2020). Teacher perceptions and implementation of a content-area literacy professional development program. Journal of Educational Research and Practice, 10(1). https://doi.org/10.5590/jerap.2020.10.1.04
Stahl, G., Sharplin, E., & Kehrwald, B. (2016). Developing pre-service teachers’ confidence: real-time coaching in teacher education. Reflective Practice, 17(6). https://doi.org/10.1080/14623943.2016.1206882
Straková, Z., & Cimermanová, I. (2018). Developing reflective skills of student teachers in the virtual learning environment. Electronic Journal of E-Learning, 16(2).
Taneri, P. O. (2017). The Viewpoints of Instructors about the Effects of Teacher Education Programs on Prospective Teachers? Affective Characteristics. Eurasian Journal of Educational Research, 17(70). https://doi.org/10.14689/ejer.2017.70.6
Thangaraju, P., & Medhi, B. (2023). Microteaching: Overview and examination evaluation. Indian Journal of Pharmacology, 55(4). https://doi.org/10.4103/ijp.ijp_912_21
Tynjälä, P., Virtanen, A., Klemola, U., Kostiainen, E., & Rasku-Puttonen, H. (2016). Developing social competence and other generic skills in teacher education: applying the model of integrative pedagogy. European Journal of Teacher Education, 39(3). https://doi.org/10.1080/02619768.2016.1171314
Utami, I. W. P., Mashuri, & Nafi’ah, U. (2016). A model of microteaching lesson study implementation in the prospective history teacher education. Journal of Education and Practice, 7(27).
Van Katwijk, L., Jansen, E., & Van Veen, K. (2023). Pre-service teacher research: a way to future-proof teachers? European Journal of Teacher Education, 46(3). https://doi.org/10.1080/02619768.2021.1928070
Viac, C., & Fraser, P. (2020). Teachers’ well-being: A framework for data collection and analysis. OECD Education Working Papers, 213.
Vikaraman, S. S., Mansor, A. N., & Hamzah, M. I. M. (2017). Mentoring and coaching practices for beginner teachers—a need for mentor coaching skills training and principal’s support. Creative Education, 08(01). https://doi.org/10.4236/ce.2017.81013
Westwood, P. (2018). Inclusive and adaptive teaching: Meeting the challenge of diversity in the classroom, second edition. In Inclusive and Adaptive Teaching: Meeting the Challenge of Diversity in the Classroom, Second Edition. https://doi.org/10.4324/9781351061261
Yerdelen, S., Osmanoglu, A., & Tas, Y. (2019). The influence of a teaching practice course with video-case enriched microteaching on prospective teachers’ self-efficacy for teaching. International Journal of Research in Education and Science, 5(2).
Yuliani, S. (2018). Classroom application of micro teaching: An analysis of students’ perspectives. J-SHMIC: Journal of English for Academic, 5(1). https://doi.org/10.25299/jshmic.2018.vol5(1).1112
Yusof, Y., Roddin, R., & Awang, H. (2015). What students need, and what teacher did: The impact of teacher’s teaching approaches to the development of students’ generic competences. Procedia - Social and Behavioral Sciences, 204. https://doi.org/10.1016/j.sbspro.2015.08.107
Zacarian, D., & Silverstone, M. (2020). Teaching to empower: Taking action to foster student agency, self-confidence, and collaboration (J. Connelly, Ed.). ASCD.
Zhao, K. (2021). Sample representation in the social sciences. Synthese, 198(10). https://doi.org/10.1007/s11229-020-02621-3
Zulfikar, T., Nidawati, Khasinah, S., & Mayangsari, I. (2020). Indonesian students’ perceived benefits of the micro-teaching course to their teaching internship. Indonesian Journal of Applied Linguistics, 10(1), 242–250. https://doi.org/10.17509/IJAL.V10I1.25063
Copyright (c) 2024 Studies in Learning and Teaching
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
