EXPLORING PRE-SERVICE ECONOMICS TEACHERS’ PERCEPTIONS OF MICRO-TEACHING: INSIGHTS AND CHALLENGES IN TEACHER PREPARATION

Micro-teaching allows pre-service teachers to practice pedagogical skills through structured feedback.This qualitative case study explores third-year Economics pre-service teachers' perceptions of micro-teaching.Interviews with three participants revealed confidence building, enhanced content knowledge, and feedback-driven development as major benefits.However, limited resources and time constraints posed significant challenges.The findings recommend earlier integration and extension of micro-teaching sessions to enhance teacher preparation.These findings contribute to the discourse on the effectiveness of micro-teaching in Economics education and its potential to equip teachers for real-life classroom environments.