Microteaching as a Strategy for Developing Instructional Skills in EFL Teacher Education

Abstract

Microteaching is widely recognized as an effective strategy in teacher education programs for developing essential instructional skills, particularly in English as a Foreign Language (EFL) contexts. It provides a structured and simplified teaching environment in which pre-service teachers practice specific skills such as lesson planning, questioning, explanation, classroom management, and assessment. Through a cyclical process of teaching, feedback, reflection, and re-teaching, microteaching helps bridge the gap between theoretical knowledge and practical classroom application. This paper explores microteaching as a pedagogical strategy for developing instructional skills in EFL teacher education by examining its conceptual foundations, historical development, theoretical bases, and its role in improving teaching competencies. It also highlights the major instructional skills developed through microteaching and discusses its benefits, challenges, and limitations. In addition, the paper considers the impact of technology-enhanced microteaching, including video recording, online platforms, and digital feedback tools. Findings from previous studies show that microteaching improves teaching performance, increases self-confidence, and promotes reflective practice among trainee teachers. When combined with real classroom experience, it enables trainee teachers to apply instructional strategies in authentic situations and adapt to diverse learner needs, making teacher preparation more practical and professionally relevant for students. Despite some limitations, it remains a valuable component of teacher preparation and supports the development of competent, reflective, and confident EFL teachers.