Research Information System
Pedagogies, 2025 (ESCI, Scopus)
This study explores pre-service English language teachers’ (PELTs) experiences with online microteaching (OMT) during the COVID-19 pandemic. Using a qualitative case study design, semi-structured interviews were conducted with six pre-service English teachers to investigate their perceptions of OMT and its influence on their instructional skills and professional development. The findings show that OMT provided valuable opportunities for practice, feedback, and reflection, contributing to their digital literacy and enhanced confidence in using online instructional methods. Participants noted mixed emotional experiences, while some found comfort in the familiar home environment, others encountered significant stress and anxiety because of the lack of face-to-face interaction and technical challenges. The data identify key challenges, including student engagement, managing technological issues, and handling restricted classroom interaction. Despite these difficulties, pre-service English language teachers demonstrated adaptability and problem-solving skills. This study highlights the role of incorporating strong support mechanisms, developing digital literacy, and resilience to prepare prospective teachers for an evolving educational environment. This study contributes to the dynamic discourse on teacher education in the context of online learning and teaching settings. Recommendations for further research might include longitudinal studies on the long-term impact of OMT and comparative studies between traditional and online microteaching to enhance teacher training programs.