Microteaching in Pakistan: Exploring Challenges, Benefits and Recommendations through the Lenses of Microteaching Supervisors

Abstract

The focus of this study was to explore the challenges and benefits of microteaching through the lenses of microteaching supervisors, and to give recommendations for its improvement. This qualitative study gathered data from eight microteaching supervisors at one public sector university in Pakistan using semi-structured interviews. The main issues reported by the participants were time management, improper lesson planning, and a lack of proper training and protocols for microteaching; while deepening prospective teachers’ understanding, improving their behaviors, developing specific skills, getting immediate feedback, and learning from others were its key benefits. The study recommends incorporating microteaching into teaching practice, especially during its initial stages. It also suggests moving toward more technology-infused versions such as microteaching 2.0, developing lesson plans more carefully for microteaching, and providing specific training for the supervisors so that they can utilize it more effectively to prepare prospective teachers for their professional careers.