Barriers faced by pre-service teachers in practicing micro-teaching online

The study aimed to identify barriers to online micro-teaching practice from the perspective of fourth-year students at University of Danang – The University of Foreign Language Studies (UD-UFLS). The Technology-to-Performance Chain (TPC) model developed by Goodhue and Thompson was used as the conceptual framework to explore these limitations [1]. A mixed-methods approach, combining both quantitative and qualitative research, was employed. Participants were pre-service teachers at UD-UFLS. They provided information about their online micro-teaching experiences through questionnaires, followed by interviews that were conducted to gather further data on the difficulties they encountered during the process. The results present the challenges faced during online micro-teaching practice and offer several recommendations to help address these issues.