Microteaching and Pedagogical Competence among Pre-Service EFL Teachers: Bridging Procedural and Conceptual Dimensions
Authors
-
Sucipto Sucipto
Universitas Ahmad Dahlan
-
Muh. Saeful Effendi
Universitas Ahmad Dahlan
DOI:
https://doi.org/10.36312/jolls.v6i2.4964Keywords:
English learning-teaching, Pedagogical competence, Microteaching, Pre-service teachersAbstract
Microteaching plays a central role in EFL teacher education as a platform for developing initial teaching competence; however, its contribution to deeper pedagogical understanding remains underexplored. This study investigates how pre-service EFL teachers demonstrate pedagogical competence, how it is enacted in teaching practice, and how it is evaluated by lecturers, with a particular focus on the gap between procedural and conceptual competence. A mixed-methods explanatory sequential design was employed involving 35 pre-service teachers and two lecturers. Quantitative data were collected through a structured questionnaire and analyzed using descriptive statistics, followed by qualitative data from semi-structured interviews to explore teaching practices and lecturer evaluations in greater depth. The findings indicate that students demonstrate relatively strong competence in lesson planning and instructional implementation, while showing weaker performance in assessment and student development. A notable discrepancy is also found between students’ self-perceptions, their enacted teaching practices, and lecturers’ evaluations. These results suggest that microteaching tends to strengthen procedural teaching skills, while deeper pedagogical understanding remains limited. The study highlights the importance of positioning microteaching as a transitional learning space that should be complemented with authentic teaching experiences, reflective practice, and targeted feedback to support more holistic pedagogical competence development.
Downloads
References
Braun, V., & Clarke, V. (2006). Qualitative Research in Psychology Using thematic analysis in psychology Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. http://www.tandfonline.com/action/journalInformation?journalCode=uqrp20%5Cnhttp://www.tandfonline.com/action/journalInformation?journalCode=uqrp20
Byrne, D. (2022). A worked example of Braun and Clarke’s approach to reflexive thematic analysis. Quality and Quantity, 56(3), 1391–1412. https://doi.org/10.1007/s11135-021-01182-y
Curry, L. A., Nembhard, I. M., & Bradley, E. H. (2009). Qualitative and Mixed Methods Provide Unique Contributions to Outcomes Research. Circulation, 119(10), 1442–1452. https://doi.org/10.1161/CIRCULATIONAHA.107.742775
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399
DeLuca, C., Chavez, T., Bellara, A., & Cao, C. (2013). Pedagogies for Preservice Assessment Education: Supporting Teacher Candidates’ Assessment Literacy Development. The Teacher Educator, 48(2), 128–142. https://doi.org/10.1080/08878730.2012.760024
Donkoh, S. (2023). Application of triangulation in qualitative research. Journal of Applied Biotechnology & Bioengineering, 10(1), 6–9. https://doi.org/10.15406/jabb.2023.10.00319
Dos Santos, L. M. (2020). Pre-service teachers’ pedagogical development through the peer observation professional development programme. South African Journal of Education, 40(3), 1–12. https://doi.org/10.15700/saje.v40n3a1794
Flores, M. A. (2020). Feeling like a student but thinking like a teacher: a study of the development of professional identity in initial teacher education. Journal of Education for Teaching, 46(2), 145–158. https://doi.org/10.1080/02607476.2020.1724659
Hendrick, T. A. M., Fischer, A. R. H., Tobi, H., & Frewer, L. J. (2013). Self‐reported attitude scales: current practice in adequate assessment of reliability, validity, and dimensionality. Journal of Applied Social Psychology, 43(7), 1538–1552. https://doi.org/10.1111/jasp.12147
Imara, K., & Altinay, F. (2021). Integrating Education for Sustainable Development Competencies in Teacher Education. Sustainability, 13(22), 12555. https://doi.org/10.3390/su132212555
Ivankova, N. V., & Stick, S. L. (2007). Students’ Persistence in a Distributed Doctoral Program in Educational Leadership in Higher Education: A Mixed Methods Study. Research in Higher Education, 48(1), 93–135. https://doi.org/10.1007/s11162-006-9025-4
Jolly, A. (2024). Ethics , Values , and Holistic Development in Teacher Preparation. 12(4), 126–135.
Kanaki, K., & Kalogiannakis, M. (2023). Sample design challenges: an educational research paradigm. International Journal of Technology Enhanced Learning, 15(3), 266–285. https://doi.org/10.1504/IJTEL.2023.131865
Kennedy, J. E. (2006). Grey Matter: Ambiguities and Complexities of Ethics in Research. Journal of Academic Ethics, 3(2–4), 143–158. https://doi.org/10.1007/s10805-006-9011-7
Kilic, A. (2010). Learner-Centered Micro Teaching in Teacher Education. International Journal of Instruction, 3(1), 77–100. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=48497470&lang=fr&site=eds-live
Korthagen, F. (2016). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and Teaching, 1–19. https://doi.org/10.1080/13540602.2016.1211523
Li, H. (2025). Reflective Practice for Pre-Service Teachers’ Professional Development. SAGE Open, 15(3), 1–13. https://doi.org/10.1177/21582440251363136
Lohmann, J., Breithecker, J., Ohl, U., Gieß-Stüber, P., & Brandl-Bredenbeck, H. (2021). Teachers’ Professional Action Competence in Education for Sustainable Development: A Systematic Review from the Perspective of Physical Education. Sustainability, 13(23), 13343. https://doi.org/10.3390/su132313343
Mahmood, K. (2017). Reliability and validity of self-efficacy scales assessing students’ information literacy skills. The Electronic Library, 35(5), 1035–1051. https://doi.org/10.1108/EL-03-2016-0056
Mirza, C., Teymoori, H., Khessibi, E., Atashian, S., Mawali, H. Al, & Khaldi, M. Al. (2025). Implementing Interactive Language Learning Mobile Apps in Higher Education: Students’ Perceptions and Perspectives. International Journal of Learning, Teaching and Educational Research, 24(8), 925–941. https://doi.org/10.26803/ijlter.24.8.41
Ortega-Alvarez, J. D., Mohd-Addi, M., Guerra, A., Krishnan, S., & Mohd-Yusof, K. (2025). Creating Student-Centric Learning Environments Through Evidence-Based Pedagogies and Assessments (pp. 123–142). https://doi.org/10.1007/978-3-031-68282-7_7
Otsupiuos, I. A. (2014). Micro-Teaching : A Technique for Effective Teaching Otsupius , I . Anthonia Trainer / facilitator Department of Management Studies The Administrative Staff College of Nigeria ( ASCON ), Topo - Badagry , Lagos Nigeria. 8(35), 183–197.
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y
Pregoner, J. D. (2025). Research Approaches in Education: A Comparison of Quantitative, Qualitative and Mixed Methods. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.5111007
Raditya, H., Purba, P., Janatte, B., Kaur, R., Pratiwi, T. L., Murillo, F. J., & Prasodjo, P. (2026). Reenvisioning ELT through an English as an International Language ’ s Lens : Indonesian-Thai Pre-Service English Teachers ’ Voices. 6(1), 96–112. https://doi.org/https://doi.org/10.36312/jolls.v6i1.4582
Rodrigue, P., & Enama, B. (2021). Student Teachers’ Competence in Lesson Planning During Microteaching. Journal of Teacher Education and Educators, 10(3), 341–368.
Ryan, M., & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research & Development, 32(2), 244–257. https://doi.org/10.1080/07294360.2012.661704
Stacki, S. L., Caskey, M. M., & Mertens, S. B. (2020). Student-Centered Learning. In Curriculum, Instruction, and Assessment (pp. 3–27). Emerald Publishing Limited. https://doi.org/10.1108/978-1-64802-030-820251003
Stopar, K., & Bartol, T. (2019). Digital competences, computer skills and information literacy in secondary education: mapping and visualization of trends and concepts. Scientometrics, 118(2), 479–498. https://doi.org/10.1007/s11192-018-2990-5
Vernon, R., Chiarella, M., Papps, E., & Lark, A. (2019). Assuring competence or ensuring performance. Collegian, 26(3), 399–406. https://doi.org/10.1016/j.colegn.2018.10.004
Widodo, H. P., Fang, F., & Elyas, T. (2020). The construction of language teacher professional identity in the Global Englishes territory: ‘we are legitimate language teachers.’ Asian Englishes, 22(3), 309–316. https://doi.org/10.1080/13488678.2020.1732683
Xu, R., Goh, P. S. C., & Yunus, H. M. (2025). Understanding Reflective Practice through Reflective Levels and Training Pathway Characteristics. International Journal of Instruction, 18(4), 583–600. https://doi.org/10.29333/iji.2025.18432a
Yuan, R., Liu, W., & Yung, K. (2022). Understanding novice teachers’ identities through metaphors: a multi-perspective study. Research Papers in Education, 37(6), 821–839. https://doi.org/10.1080/02671522.2020.1864771
Zhang, H., & Tian, M. (2025). Unpacking the multi-dimensional nature of teacher competencies: a systematic review. Scandinavian Journal of Educational Research, 69(5), 1004–1025. https://doi.org/10.1080/00313831.2024.2369867
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Sucipto Sucipto, Muh. Saeful Effendi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with JOLLS agree to the following terms:
- For all articles published in JOLLS, copyright is retained by the authors. Authors permit the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
