Innovations in Microteaching: Web-Based Approaches to Pedagogical Skill Development

Azi Nurazima Juhastri; Welven Aida; Pipit Rahayu; Eripuddin Eripuddin

doi:10.35445/alishlah.v18i1.8558

Innovations in Microteaching: Web-Based Approaches to Pedagogical Skill Development

Azi Nurazima Juhastri, Welven Aida, Pipit Rahayu, Eripuddin Eripuddin

Abstract

The shift to digital learning environments, accelerated by the COVID-19 pandemic, has prompted innovations in teacher education, including the use of web-based microteaching. While traditional microteaching enhances instructional skills, it often lacks flexibility and digital engagement. This study investigates how web-based microteaching supports pedagogical skill development in pre-service English teachers. This qualitative case study involved 25 undergraduate students enrolled in a Microteaching course at the University of Pasir Pengaraian. Data were collected through recorded teaching videos, reflective journals, structured observation checklists, and semi-structured interviews. Participants completed three teaching cycles—two synchronous and one asynchronous—over a 16-week semester. Data were analyzed thematically using Braun and Clarke’s (2006) method and organized using NVivo 12 software. Findings showed significant improvement in lesson planning, instructional clarity, classroom management, and reflective depth. Teaching videos demonstrated enhanced lesson structure, use of questioning strategies, and purposeful digital tool integration. Reflective journals evolved from general self-evaluations to more analytical reflections. Peer and instructor feedback, facilitated through digital platforms, played a critical role in supporting iterative development. Web-based microteaching proved effective in fostering both pedagogical competence and digital fluency. Participants reported increased teaching confidence and began to view themselves as emerging professionals. Despite initial technical challenges, repeated practice supported the development of adaptive teaching strategies. These results suggest that structured online microteaching can be a sustainable model for contemporary teacher education.

Keywords

web-based microteaching; pedagogical skills; teacher education; digital reflection; pre-service teachers

Full Text:

PDF

References

Aditya, D. S. (2019). “BEM” An Android Application Model to Enhance Midwifery Students English Speaking Competence. Journal of Foreign Languange Teaching and Learning, 4(1). https://doi.org/10.18196/ftl.4137

Alcivar, C. M. M. (2020). The motivation and its importance in the teaching-learning process. International Research Journal of Management, IT and Social Sciences, 7(1), 138–144. https://doi.org/10.21744/irjmis.v7n1.832

Anum, A., Eripuddin, E., Rahayu, P., & Irmawati, L. (2025). Integration of Indonesian Language and Literature Learning in the Merdeka Curriculum: A Holistic Approach to Enhancing Literacy and Cultural Appreciation in Secondary Schools. Journal Corner of Education, Linguistics, and Literature, 5(001), 14–24. https://doi.org/10.54012/jcell.v5i001.518

Bala, A., Justin, J., & Menon, N. (2024). Towards Acknowledgement and Accreditation of Digital Labour in Digital Humanities: A Case Study from Emerging Indian Digital Humanities Projects. Digital Studies/ Le Champ Numerique, 14(1). https://doi.org/10.16995/dscn.9952

Bárkányi, Z., & Brash, B. (2025). Foreign language speaking anxiety online: Mitigating strategies and speaking practices. ReCALL. https://doi.org/10.1017/S0958344025000060

Bashardoustjoubjarkouli, F., & Adda, M. (2024). Interactive Machine Learning Pedagogy: Developing a Web-Based Educational Platform for Clinical Predictive Modeling. Procedia Computer Science, 251, 382–389. https://doi.org/10.1016/j.procs.2024.11.124

Beni, S., Fletcher, T., & Ní Chróinín, D. (2022). ‘It’s not a linear thing; there are a lot of intersecting circles’’: Factors influencing teachers’ implementation of Meaningful Physical Education.’ Teaching and Teacher Education, 117. https://doi.org/10.1016/j.tate.2022.103806

Benson, P. (2015). Commenting to learn: Evidence of language and intercultural learning in comments on youtube videos. Language Learning and Technology, 19(3), 88–105.

Casanova, O., Cecilia Jorquera-Jaramillo, M., & Serrano, R. M. (2024). Current state and prospects of teaching-learning processes in music teacher education in Spain: a literature review. British Journal of Music Education, 41(3), 266–281. https://doi.org/10.1017/S0265051724000056

Cobongela, J. M. (2025). Life skills teachers’ experiences in the teaching of drama in early childhood Education. African Identities. https://doi.org/10.1080/14725843.2025.2526670

Danckwardt-Lillieström, K., Andrée, M., & Rundgren, C. J. (2025). Travelling through time in a process drama on plastic pollution – temporality in teaching about the complexity of wicked problems. Learning, Culture and Social Interaction, 52. https://doi.org/10.1016/j.lcsi.2025.100906

Darma, I. K., Karma, I. G. M., & Santiana, I. M. A. (2021). Validity and Practicality Test of Applied Mathematics Digital Teaching Materials for Blended Learning for Polytechnic Students. SOSHUM : Jurnal Sosial Dan Humaniora, 11(1), 44–53. https://doi.org/10.31940/soshum.v11i1.2294

Escala, N., Romeu, T., & Guitert, M. (2025). Arts integration with digital tools in primary schools: Innovative pedagogical practices in Catalonia. International Journal of Educational Research Open, 9. https://doi.org/10.1016/j.ijedro.2025.100538

Fehlmann, B., Mueller, F. D., Wang, N., Ibach, M. K., Schlitt, T., Bentz, D., Zimmer, A., Papassotiropoulos, A., & de Quervain, D. J. (2023). Virtual reality gaze exposure treatment reduces state anxiety during public speaking in individuals with public speaking anxiety: A randomized controlled trial. Journal of Affective Disorders Reports, 14. https://doi.org/10.1016/j.jadr.2023.100627

Flanagan, A. M., Cormier, D. C., & Bulut, O. (2020). Achievement may be rooted in teacher expectations: examining the differential influences of ethnicity, years of teaching, and classroom behaviour. Social Psychology of Education, 23, 1429–1448. https://doi.org/10.1007/s11218-020-09590-y

Handoko, H., & Ayumi, A. (2022). Designing Synchronous and Asynchronous Activities for Interactive Learning. JURNAL ARBITRER, 9(2), 164–177. https://doi.org/10.25077/ar.9.2.164-177.2022

H.Douglas Brown. (2018). Teaching by Principles: An Interactive Approach to Language Pedagogy. In Teaching by Principles An Interactive Approach to Language Pedagogy (p. 491).

Hendrickson, B., & Goh, L. W. J. (2024). Audience perceptions of a speaker who uses a smartphone as a public speaking aid_ An experimental video vignette investigation. Mobile Media and Communication, 12(1), 152–172. https://doi.org/10.1177/20501579231204716

Ho, H. C. Y., Poon, K. T., Chan, K. K. S., Cheung, S. K., Datu, J. A. D., & Tse, C. Y. A. (2023). Promoting preservice teachers’ psychological and pedagogical competencies for online learning and teaching: The T.E.A.C.H. program. Computers and Education, 195. https://doi.org/10.1016/j.compedu.2023.104725

Januariza, Y., & Hendriani, S. (2016). Students’ anxiety in learning speaking. Proceedings of the Fourth International Seminar on English Language and Teaching (ISELT-4), 4(2), 468–474.

Kamelia, K. (2019). Using Video as Media of Teaching in English Language Classroom: Expressing Congratulation and Hopes. Utamax : Journal of Ultimate Research and Trends in Education, 1(1), 34–38. https://doi.org/10.31849/utamax.v1i1.2742

Karlström, M., & Hamza, K. (2019). Preservice Science Teachers’ Opportunities for Learning Through Reflection When Planning a Microteaching Unit. Journal of Science Teacher Education, 30(1), 44–62. https://doi.org/10.1080/1046560X.2018.1531345

Kartal, G. (2020). Collaborative metaphor and anticipatory reflection in preservice teacher education: Is drama the answer? Teaching and Teacher Education, 88. https://doi.org/10.1016/j.tate.2019.102978

Kolajo, Y. (2025). Advancing pedagogical excellence through reflective teaching practice and adaptation. Reflective Practice. https://doi.org/10.1080/14623943.2025.2504143

Kormos, J., & Indrarathne, B. (2025). Specific learning differences in learning, teaching, and assessing additional languages. In Language Teaching. Cambridge University Press. https://doi.org/10.1017/S0261444825100803

Louis, V. N., & King, N. S. (2022). Emancipating STEM Education through Abolitionist Teaching: A Research-practice Partnership to Support Virtual Microteaching Experiences. Journal of Science Teacher Education, 33(2), 206–226. https://doi.org/10.1080/1046560X.2021.2012957

Matthews, B. (2025). Artificial worlds and artificial minds: Authenticity and language learning in digital lifeworlds. Journal of Responsible Technology, 23. https://doi.org/10.1016/j.jrt.2025.100131

McAllister, L., Whiteford, G., Hill, B., Thomas, N., & Fitzgerald, M. (2006). Reflection in intercultural learning: examining the international experience through a critical incident approach. Reflective Practice, 7(3), 367–381. https://doi.org/10.1080/14623940600837624

Minott, M. (2025). The reflective approach to teaching practicum debriefing (RATPD): a tool for activating key cognitivist principles and achieving reflective teaching practicum outcomes. (A research-based thought piece). Reflective Practice. https://doi.org/10.1080/14623943.2025.2541426

Ngussa, B. M. (2014). Application of ADDIE Model in instruction in teaching-learning transaction among teachers of Mara Conference Adventist secondary school, Tanzania. Journal of Education and Practice, 5(25), 99–105. www.iiste.org

Nurazima Juhastri, A., Rahayu, P., Eripuddin, & Permata Sari, I. (2024). IMPROVING STUDENTS’ SPEAKING SKILL BY USING VIDEO IN EXPRESSSING IDENTITY TO THE FIFTH GRADE STUDENTS OF SDN 032 TAMBUSAI UTARA. JEE (Journal of English Education), 10(2), 168–181. https://doi.org/10.30606/jee.v10i2.3077

Nuriyanti, R., Syaodih, E., & Iswara, P. D. (2019). The Effect of Experiential Learning Models Toward Writing Skills of Narration Primary School Student. International Journal of Science and Applied Science, 3(1), 109–117. https://doi.org/10.20961/ijsascs.v3i1.34899

Owen, L. (2016). The Impact of Feedback as Formative Assessment on Student Performance. International Journal of Teaching and Learning in Higher Education, 28(2), 168–175. http://www.isetl.org/ijtlhe/

Parfitt, A., Gristy, C., Read, S., & Garland, M. C. (2025). Multigrade teaching and learning: Developing theoretical frameworks through mapping conceptual territories with an inclusive education lens. International Journal of Educational Research, 133. https://doi.org/10.1016/j.ijer.2025.102675

Rahayu, P., Eripuddin, E., & Ramadani, N. (2024). Enhancing Student’s Public Speaking Skills: Evaluating the PIPA Model for Effective Communicative Speech. AL-ISHLAH: Jurnal Pendidikan, 16(2), 1314–1323. https://doi.org/10.35445/alishlah.v16i2.5242

Reichert, F., Lange, D., & Chow, L. (2020). Educational beliefs matter for classroom instruction: A comparative analysis of teachers’ beliefs about the aims of civic education. Teaching and Teacher Education, 98, 1–13. https://doi.org/10.1016/j.tate.2020.103248

Safa, M. A., Moradi, M., & Hamzavi, R. (2015). Iranian EFL teachers and learners perspective on potentiality of Top Notch series for intercultural competence development. Iranian Journal of Language Teaching Research, 3(2), 47–66.

Sezaki, H., Lei, Y., Xu, Y., Hachisuka, S., Warisawa, S., & Kurita, K. (2023). Online Technology-Based Microteaching in Teacher Education: A Systematic Literature Review. Procedia Computer Science, 225, 2487–2496. https://doi.org/10.1016/j.procs.2023.10.240

Shi, Y. R., Sin, K. F. K., & Wang, Y. Q. (2025). Teacher professional development of digital pedagogy for inclusive education in post-pandemic era: Effects on teacher competence, self-efficacy, and work well-being. Teaching and Teacher Education, 168. https://doi.org/10.1016/j.tate.2025.105230

Sudrajat, A. K., Ibrohim, I., & Susilo, H. (2024). Preservice teachers’ reflections on lesson study integration into a microteaching course. Social Sciences and Humanities Open, 10. https://doi.org/10.1016/j.ssaho.2024.101140

Sugihartini, N., Elmunsyah, H., Nurhadi, D., & Rahmawati, Y. (2025). Innovative web-based microteaching model: To improve the teaching skills of prospective informatics teachers in vocational high schools. Social Sciences and Humanities Open, 11. https://doi.org/10.1016/j.ssaho.2025.101344

Torres Cuevas, H., & Quilaqueo Rapimán, D. (2024). Indigenous socio-educational recognition in the construction of intercultural knowledge dialogues in education. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2396187

UNESCO. (2019). Learning and teaching materials. UNESCO IIEP Learning Portal, 5. https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/curriculum-and-materials/learning-and-teaching-materials

Wang, T. H. (2018). Developing a web-based Assessment System for Evaluating Examinee’s Understanding of the Procedure of Scientific Experiments. Eurasia Journal of Mathematics, Science and Technology Education, 14(5), 1791–1801. https://doi.org/10.29333/ejmste/85170

Yaikhong, K., & Usaha, S. (2012). A measure of EFL public speaking class anxiety: Scale development and preliminary validation and reliability. English Language Teaching, 5(12), 23–35. https://doi.org/10.5539/elt.v5n12p23

Yasin Çiftçi, E. (2016). A review of research on intercultural learning through computer-based digital technologies. Educational Technology and Society, 19(2), 313–327.

Zhang, Y., Dewitt, D., & Cheah, K. S. L. (2025). Virtual reality for sustainable and responsible pedagogy in art and design education: A systematic review of motivation and digital leadership. In Cleaner and Responsible Consumption (Vol. 18). Elsevier Ltd. https://doi.org/10.1016/j.clrc.2025.100311

DOI: https://doi.org/10.35445/alishlah.v18i1.8558