"VIETNAMESE EFL PRE-SERVICE TEACHERS’ PERCEPTIONS OF THE ROLE OF MICROTEACHING IN DEVELOPING THE TEACHING PROFESSION"

Abstract

"Microteaching has been widely regarded as a core component of language teacher education, yet its influence on the professional development of Vietnamese English as a foreign language (EFL) pre-service teachers has received limited scholarly attention. This study explores how microteaching supports the growth of pre-service teachers across multiple domains, including disciplinary knowledge, instructional techniques, sociocultural awareness, emotional intelligence, and reflective practice. Using a qualitative approach, semi-structured interviews were conducted with ten fourth-year pre-service teachers who had completed a microteaching course in their undergraduate training program. The findings reveal that microteaching enabled participants to transform theoretical knowledge into practical teaching decisions, refine instructional strategies, and respond more effectively to learner needs. It also facilitated greater cultural sensitivity and emotional regulation, helping them build confidence and develop more empathetic teacher-student interactions. Furthermore, engagement with feedback, journaling, and self-evaluation cultivated a strong orientation toward reflection and lifelong learning, contributing to the formation of their emerging professional identities.These findings underscore the value of microteaching as a practice-based training toolin EFL teacher education. The study suggests that well-structured microteachingexperiences can better prepare pre-service teachers for authentic classroom challenges and promote sustained professional growth."