CHALLENGES FACED BY PRE-SERVICE TEACHERS DURING MICRO TEACHING

Rita Hermida

doi:10.30601/dedikasi.v10i1.7534

CHALLENGES FACED BY PRE-SERVICE TEACHERS DURING MICRO TEACHING

Rita Hermida

Abstract

This study explores the challenges faced by pre-service teachers during microteaching sessions, focusing on instructional preparation, psychological readiness, and classroom management. Despite the importance of microteaching in teacher education, many student-teachers struggle to navigate its demands, which may affect their professional development. A qualitative research design was employed, involving classroom observations of microteaching sessions, questionnaires completed by 30 participants, and unstructured interviews with 15 student-teachers. Data were triangulated and thematically analysed, with descriptive percentages used to summarise patterns observed in the qualitative data. Findings indicate that a substantial proportion of participants experienced difficulties with lesson preparation and technology use, with approximately 75% reporting related challenges and technical disruptions observed in around 60% of sessions. In addition, about 68% of participants expressed anxiety related to peer and instructor evaluation, reflected in physical signs of nervousness and reduced teaching confidence. Classroom management challenges were evident in approximately 45% of sessions, largely due to disruptive peer behaviours that affected lesson flow and perceived authority. These findings highlight the multifaceted challenges encountered in microteaching and suggest that teacher education programmes should provide integrated support targeting technological competence, emotional resilience, and classroom management skills to better prepare pre-service teachers for real classroom contexts

Keywords

Microteaching, Challenges, Pre-service teachers

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DOI: https://doi.org/10.30601/dedikasi.v10i1.7534

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