Reflective Microteaching Practice for Developing Pedagogical Competence among Pre-Service English Teachers”

Abstract

This study investigated the implementation of reflective microteaching practice in developing pedagogical competence among pre-service English teachers at Universitas Indraprasta PGRI. The study employed a mixed-method research design involving 162 fourth-semester students of the English Education Study Program during the academic year 2025/2026. The quantitative data were collected through questionnaires, while the qualitative data were obtained from classroom observations, reflective journals, and semi-structured interviews. The findings revealed that reflective microteaching practice contributed positively to the development of students’ pedagogical competence, particularly in classroom management, lesson planning, instructional delivery, communication skills, and teaching confidence. The questionnaire results indicated that 78% of students strongly agreed that reflective activities improved their pedagogical competence, while 81% reported increased teaching confidence through reflective teaching practices. In addition, the qualitative findings showed that reflective activities such as peer feedback, self-evaluation, and reflective journals enabled students to identify instructional strengths and weaknesses and improve their future teaching performance. However, several students still experienced difficulties in conducting deep critical reflection during teaching practice. Overall, the study concluded that reflective microteaching practice was effective in supporting the development of pedagogical competence and professional readiness among pre-service English teachers. Therefore, reflective activities should be integrated systematically into microteaching courses in teacher education programs.