EFL STUDENT-TEACHERS’ PROFESSIONAL DEVELOPMENT: EXPLORING STUDENTS’ PERCEPTION ON MICROTEACHING CLASS

Abstract

This study explores the perceptions of English as Foreign Language (EFL) students regarding their teachers' professional development through microteaching class. Microteaching, a technique where teachers practice teaching with a small group of peers or students, is increasingly utilized in teacher education programs. This research aims to understand how students perceive the effectiveness of this method in enhancing their teachers' instructional skills and overall classroom performance. Surveys and interviews used for gathering data with EFL students from English Language Department, Soe Educational Institute. The findings suggest that students generally view microteaching positively, recognizing several benefits including improved teaching strategies, better classroom management, and increased teacher confidence. Students noted that microteaching allowed teachers to receive immediate feedback and refine their techniques in a supportive environment.  However, the study also highlights some challenges, such as the artificial nature of the microteaching setting and the limited scope of practice it offers. Despite these drawbacks, students believe that when integrated with other professional development activities, microteaching can significantly contribute to teachers' growth and effectiveness. In conclusion, students’ perceptions affirm that microteaching is a valuable component of EFL teacher professional development. The insights gained from this study can inform teacher education programs and help in designing more effective professional development strategies that align with both teachers’ and students’ needs.