Abstract:

This paper presents the perceptions of two groups of English as a foreign language (EFL) pre-service teachers (PSTs) who participated in the same challenge-based learning (CBL) initiative titled "Teaching You Softly!" Each group was subdivided into smaller teams of 3 or 4 individuals, tasked with designing, planning, and delivering an in-class EFL lesson to their peers. Each team followed the principles of a different teaching method to ensure a diverse learning experience for all participants.

To assess the acquisition of specific teaching competences during their initial teacher education, two distinct surveys were administered to participants, consisting of 11 primary PTSs and 9 secondary PSTs, during their engagement in this microteaching challenge. Additionally, participants were prompted to reflect on the aspects of these skills they believed they had developed and posted their insights on the whole experience on their group's Padlet.

The results indicate that PSTs perceived notable development in their competences as EFL teachers, particularly those aligned with the objectives of the CBL experience. While they found teaching their peers to be challenging, they acknowledged the process provided them with a meaningful and practical understanding of the teaching methods employed. However, some prospective secondary school teachers expressed a desire for additional theoretical insights. Despite initial nervousness, participants from both groups declared that the microteaching challenge ultimately proved to be rewarding.

Keywords:

EFL pre-service teachers (PSTs), Challenge-based learning (CBL), Microteaching, Teaching competences, self-perceptions.