Integrating self-assessment, peer assessment, and tutor feedback with structured debriefing to enhance pre-service teachers’ teaching competence: empirical evidence from Indonesia

Purpose This study explores assessment as a sociocultural practice within a microteaching context aimed at developing Indonesian pre-service teachers’ pedagogical competence. Design/methodology/approach This study employed a qualitative approach with an interpretative phenomenological design. Its purpose was to explore in depth the experiences of pre-service teachers and lecturers involved in the integration of self-assessment, peer assessment, and lecturer assessment in microteaching sessions, combined with debriefing sessions. Findings Findings reveal that collaborative assessment practices create a supportive learning community where participants co-construct pedagogical knowledge through social interaction. Debriefing serves as a vital space for reflective dialogue, scaffolding pre-service teachers’ development within their Zone of Proximal Development. Originality/value The study suggests that integrating cognitive, social, and emotional dimensions in teacher education plays a pivotal role in enhancing pre-service teachers’ teaching skills and confidence.