Speaker
Description
Abstract: Reflective microteaching has emerged as an effective approach in teacher education as it enables preservice EFL teachers to engage in authentic teaching contexts and practice essential instructional skills (Guney, 2008; El-Koumy, 2022). This study aims to identify the core teaching skills that final-year students in an ELT program developed through reflective microteaching practice. A qualitative case study design was employed, involving two preservice EFL teachers and tracking their teaching skill development from the initial acquisition of theoretical knowledge to the completion of their pedagogical internships. Data were collected through three primary instruments: classroom observations, post-teaching reflective journals, and semi-structured interviews. The results indicated significant improvement in key teaching skills, including lesson planning, instruction giving, reinforcement providing, and technology handling among preservice EFL teachers through reflective microteaching practice. They also reported increased confidence in using eliciting techniques, managing classrooms, and significant growth in adaptability skills. In addition, they expressed a desire for greater emphasis on emotional regulation skills for both teachers and students in ELT Methodology courses. The findings emphasized reflective microteaching as an indispensable component in preparing preservice EFL teachers for their real-world teaching and supporting their professional development as future teachers.
Keywords: reflective microteaching; teaching skills; preservice EFL teachers
Biography
Nguyen Thuy An is a senior student in the Bachelor of English Language Teaching program at the University of Foreign Languages and International Studies, Hue University, Vietnam. Her academic interests encompass teacher identity, technology integration in EFL classrooms, modern teaching methodologies, critical thinking in education, and reflective practice.
In addition to her university-based training, she has accumulated four years of experience teaching English to students across various proficiency levels. She presented at professional conferences on language and language teaching and co-authored a research article published in a journal that explores the use of open educational resources for self-directed speaking practice. Throughout her academic journey, she has actively engaged in various scholarly activities, including conducting research, participating in professional development programs, and developing her instructional skills.
Recognizing the importance of enhancing the professional competence of future teachers for sustainable education, she conducted a study on the role of reflective microteaching in developing core teaching skills. With a strong commitment to the field, she aspires to contribute to the professional growth of preservice teachers and promote high-quality teacher education in the context of global integration. Additionally, she aims to offer valuable insights into the role of reflective microteaching as a pedagogical tool in fostering the teaching skill development of preservice EFL teachers within the Vietnamese context.
