Abstract:

To develop basic teaching skills, future teachers need an appropriate and effective teaching model. Inexperienced teachers face many challenges; therefore, future teachers are training based on the theoretical and practical bases as an integral part of teaching experience. Effective teaching is more than just ‘impart information’ to students, which requires a combination of knowledge, enthusiasm, empathy, and motivation to create an engaging and interactive learning environment. Microteaching is an exceptional opportunity for pre-service teachers to apply theoretical knowledge to real-life teaching situations where a variety of teaching skills are facilitated under carefully controlled conditions. The aim of the research is to explore student teachers’ perspectives related to the microteaching experience. A survey aimed to collect quantitative data and a Likert type scale analysis were used in this study. The findings revealed positive views about microteaching and provided important insights into the role of this method as a simulation of the educational process used to practise aspiring teachers’ pedagogical skills. In the context of the study, most of the student teachers reported positive opinions about microteaching and suggested that microteaching could play a significant role in student experience and their further education.

Keywords:

Microteaching, pre-service teachers, teaching skills, teaching experience, perspectives.