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Cited by 1Teacher Education and Leadership StudiesE-Learning and COVID-19Teacher Education and Assessments

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Pre-service teachers’ experiences of online microteaching in South Africa

Open access
De Almeida, Ines, Weber, Jan·2025·African Journal of Teacher Education and Development
DOI 10.4102/ajoted.v4i1.90
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Abstract

Background: Microteaching has been implemented as a teaching strategy in teacher education since the early 1960s. More recently, with the integration of information and communication technologies (ICTs) into education and the impact of Coronavirus Disease 2019 (COVID-19), research has revealed that technology-enhanced models of microteaching have become increasingly adopted into initial teacher education. Aim: This qualitative study aims to explore pre-service teachers’ (PSTs’) experiences with a piloted online microteaching model and their perceived value for their professional development. Setting: This study is conducted on fourth-year Bachelor of Education (B.Ed) students who attend a private higher education institution on a contact campus in Durban, South Africa. Methods: A qualitative research design was used in this study. Data were collected through focus group interviews. The raw data were analysed through reflexive thematic analysis. Results: The key findings of this study reveal that fourth-year B.Ed students perceived the online microteaching model as a valuable learning experience that enhanced their preparedness to teach across diverse educational contexts. Conclusion: When embedded within a carefully designed framework for experiential learning, online microteaching is an innovative practical learning opportunity for the development of PSTs in the 21st century. Contribution: This article highlights the potential of online microteaching as a strategy in teacher education to enhance PSTs’ pedagogical skills and ICT integration capabilities.

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Citations

Cites

Research works printed but not linked: 23

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Metadata

Authors
De Almeida, I., & Weber, J.
Affiliations
  • The Independent Institute of Education
  • The Independent Institute of Education (ZA)
ORCID
Venue
African Journal of Teacher Education and Development
Publisher
AOSIS
Published
2025-05-30
ISSN
  • 2958-0986 (ISSN-L)
  • 2958-8650
DOI
10.4102/ajoted.v4i1.90
OpenAlex
W4410903488
Cited by
1
References
2
Citations by year
2026: 1
FWCI
1.27
Type
journal article
Language
en
Open access
Licence
Locations
  • African Journal of Teacher Education and Development (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › E-Learning and COVID-19
  • Social Sciences › Education › Teacher Education and Assessments
Keywords
pre-service teachers, initial teacher education, technology-enhanced learning, pedagogical skills, ICT integration, experiential learning, teacher professional development, South Africa

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