SYSTEMATIC REVIEW article
Front. Educ.
Sec. Teacher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1562975
Microteaching on Pre-Service Teachers' Education: Literature Review
Provisionally accepted
- 1University of Salamanca, Salamanca, Spain
- 2Kazan Federal University, Kazan, Tatarstan, Russia
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Teaching is a complex profession that requires a balance of knowledge, pedagogical skills, and classroom management. As educators work to create engaging and inclusive learning environments, innovative approaches are needed to enhance teaching skills and support continuous professional development. Microteaching is a widely used training method that enables teachers to refine techniques, test strategies, and receive feedback in a controlled environment. This paper explores microteaching’s concept, theoretical foundations, and practical implications for teacher training. Through a review of literature and empirical evidence from 2006 to 2023, the study highlights microteaching’s benefits, challenges, and future directions, emphasizing its potential to transform teacher education and improve educational outcomes. A quantitative meta-analysis of studies from Web of Science and Scopus databases was conducted using the Prisma protocol and VoSViewer to synthesize findings and construct clusters, which actually differs our research from previous ones. The research concludes that microteaching is associated with positive outcomes in teacher education, helping aspiring teachers practice pedagogical skills effectively. The limitations of this review include selection bias, the focus on English-only studies, and the time period chosen. Further research is recommended to understand pre-service teachers' perspectives on microteaching and to empirically assess whether microteaching foundations enhance the student learning process and boost enthusiasm for their future profession.
Keywords: microteaching, pre-service teachers, Teacher Education, microteaching skills, Systematic Literature Review
Received: 18 Jan 2025; Accepted: 19 May 2025.
Copyright: © 2025 Iliasova, Nekrasova, Mena and Estrada-Molina. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Inna Nekrasova, University of Salamanca, Salamanca, 37008, Spain
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