Pre-service teachers’ experiences of online microteaching in South Africa

Abstract

Background: Microteaching has been implemented as a teaching strategy in teacher education since the early 1960s. More recently, with the integration of information and communication technologies (ICTs) into education and the impact of Coronavirus Disease 2019 (COVID-19), research has revealed that technology-enhanced models of microteaching have become increasingly adopted into initial teacher education.

Aim: This qualitative study aims to explore pre-service teachers’ (PSTs’) experiences with a piloted online microteaching model and their perceived value for their professional development.

Setting: This study is conducted on fourth-year Bachelor of Education (B.Ed) students who attend a private higher education institution on a contact campus in Durban, South Africa.

Methods: A qualitative research design was used in this study. Data were collected through focus group interviews. The raw data were analysed through reflexive thematic analysis.

Results: The key findings of this study reveal that fourth-year B.Ed students perceived the online microteaching model as a valuable learning experience that enhanced their preparedness to teach across diverse educational contexts.

Conclusion: When embedded within a carefully designed framework for experiential learning, online microteaching is an innovative practical learning opportunity for the development of PSTs in the 21st century.

Contribution: This article highlights the potential of online microteaching as a strategy in teacher education to enhance PSTs’ pedagogical skills and ICT integration capabilities.