The Effectiveness of Microteaching in Improving the Interpersonal Competence of Prospective Teachers

This study investigated the effectiveness of microteaching in improving preservice teachers’ interpersonal competence, specifically in facilitating argumentative discussions. The study used mixed methods, analyzing quantitative data from rater scores and qualitative data from an open-ended survey of students. Results showed a positive trend: students with a stronger understanding of the learning objectives tended to score higher, although the statistical correlation was not significant. Qualitative analysis revealed inconsistencies between students’ self-ratings and rater ratings, especially for students who had difficulty identifying areas of improvement. These findings highlight the importance of understanding the learning objectives and the need for more objective assessment tools for developing preservice teachers’ interpersonal competence through microteaching.