PRESERVICE TEACHERS’ PERCEPTION ON MICROTEACHING COURSE IN MANAGING CLASSROOM DURING THEIR TEACHING PRACTICE

This study explored preservice teachers’ perceptions of the role of the microteaching course in shaping their classroom management strategies during teaching practice. Using a descriptive qualitative design, data were collected through semi-structured interviews with four preservice teachers from the English Education Study Program at Universitas Jambi who had completed both microteaching and teaching practice in different school settings. Data were analyzed using the Steps for Coding and Theorization (SCAT) method. The findings show that participants employed various classroom management strategies during teaching practice, including arranging physical space, setting rules, delivering instruction, managing discipline, and building relationships with students. Participants perceived that microteaching contributed to these strategies through teaching practice, lecturer guidance, peer observation, feedback, and interaction with peers acting as students, which together built cognitive understanding and psychological readiness. However, participants also identified a gap between the controlled microteaching environment and the unpredictable realities of real classrooms, since peers who acted as students behaved differently from actual school students. In conclusion, microteaching was perceived as useful, foundational, yet incomplete preparation for classroom management during teaching practice.