EXPLORATION OF THE PEDAGOGICAL CHALLENGES OF PROSPECTIVE BIOLOGY EDUCATOR STUDENTS IN THE MICROTEACHING COURSE
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Abstract
Microteaching is a teaching approach that allows aspiring educators or students to engage in teaching practice on a small scale. This study aims to explore the perceptions of students who have participated in microteaching sessions, specifically focusing on the pedagogical difficulties encountered by prospective biology teacher candidates during microteaching exercises. The research employs analytical study techniques based on real experiences, utilising a qualitative method with a descriptive approach to gather in-depth data through factual descriptions and direct interviews. Data collection methods involve observations and interviews with multiple participants. The analysis reveals several challenges that hinder students from fully benefiting from microteaching, including competency issues related to knowledge (e.g., language proficiency, lesson planning, and concept explanation), skills (e.g., classroom management, time management, consistency, student engagement, and addressing questions), and attitudes (e.g., self-confidence and fear of attention).
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