The Effectiveness of the Microteaching Program in Developing the Pedagogical Competence of Pre-service Teacher Students: A Reflective Study

Pedagogical competence is an essential foundation that must be mastered by prospective teachers before entering the field. This study explores the effectiveness of the microteaching program in building students' pedagogical competence through a reflective learning approach. The study used a qualitative design with a case study method involving 24 sixth semester students. Data collection was carried out through systematic observation during 96 learning sessions, in-depth interviews, and analysis of reflection documents. The findings showed that the implementation of microteaching resulted in substantial improvements in fundamental teaching skills: learning aperture and closure skills (85%), explanation competence (78%), educational interrogation skills (82%), and classroom management capacity (76%). The continuous reflection process significantly accelerated the transformation of students' pedagogical practices. The microteaching program contributed substantially to the formation of self-efficacy and pedagogical competence needed by prospective teachers in facing the challenges of authentic learning.