From theory to practice: Preservice teachers’ perceptions of microteaching in a Teacher Education Program

Abstract

This study aims to describe preservice teachers’ perceptions of microteaching as a formative technique in an English teacher education program in Mexico. The research method used was qualitative research to investigate about the experiences of a non-probability sample of 62 student teachers, aged 20-51, enrolled in an English Language Teaching Methodology course. Data was collected through a survey organized in two sections: the first inclided eight Likert-scale items, and the second comprised three open-ended questions, distributed via Google Forms. Data was analyzed using qualitative content analysis. The findings reveal a consistent pattern of positive perceptions, indicating that microteaching supports the integration of theoretical knowledge and classroom practice. Participants reported teaching stenghts including organization, confidence and the ability to contextualize instruction by considering language learners’ characteristics, needs and interests. In addition, areas that require further development were identified, particularly in time management and clarity when explaining content and giving instructions. Moreover, preservice teachers highlighted the need for increased teaching practice opportunities, suggesting microteaching as an iterative process rather than a single experience. These findings represent practical implications for teacher education programs in terms of the implementation of microteaching as a teacher training technique.