Teaching Issues, Dynamics, Challenges & Solutions! by MOHAMAD ASRAH HANIFF B AMRAN (KB)

asrah5 — 2025-09-22 03:06:06 UTC

Issues Related to Microteaching (Section 3)

2025-09-22 03:27:38 UTC

asrah5 — 2025-09-22 07:31:31 UTC

Issues Related to Microteaching (Section 2)

asrah5 — 2025-09-22 07:31:42 UTC

Issues Related to Microteaching (Section 1)

2025-09-23 02:47:56 UTC

the challenge I expect to face is that I might keep talking ( yapping ) until it becomes too draggy. What I can do instead is keep it simple but still provide enough details.

kbj240710136 — 2025-09-23 14:12:01 UTC

Microteaching is like a practice for my real teaching practical. From what I observed from my friends' microteaching, I can see the nervousness and the social anxiety from them. Especially when the students ask something. For my microteaching, I hope I can do my best and share the great knowledge with my students.

asrah5 — 2025-09-23 15:25:33 UTC

Findings: Microteaching proved to be a game-changer for EFL teacher candidates, enabling them to turn theory into practice, boost their confidence, and refine their classroom skills. Watching their own teaching videos gave the clearest insights for improvement, while peer feedback was hit-or-miss; some found it helpful, others did not. The study suggests starting microteaching earlier, conducting it more frequently, and involving lecturers more in the feedback process to make the experience truly effective.

asrah5 — 2025-09-23 15:30:07 UTC

Findings: The study found that strong preparation builds confidence and boosts teaching performance, while teaching experience and English fluency surprisingly lowered delivery skills, likely due to higher self-criticism and awareness of complexity. Public-speaking anxiety, expected to hinder performance, showed no real impact. In short, preparation and self-belief matter most in microteaching, while too much focus on experience or language ability can sometimes hold student teachers back.

asrah5 — 2025-09-23 15:32:46 UTC

Findings: The study showed that after Covid-19, microteaching at Universitas Negeri Surabaya was well-prepared and mostly done in a hybrid format. Students learned teaching skills, lesson planning, strategies, and media use, but practice was still focused more on theory in class than real hands-on workshops. Most students only had one short practice (15–30 minutes), though peer feedback was common. Overall, microteaching was seen as very useful for preparing future teachers, but it needs more practical, skills-based training to improve teaching quality.

asrah5 — 2025-09-23 15:37:14 UTC

Findings: The study showed that pre-service English teachers started their practicum with anxiety about language ability, teaching experience, and time management, but grew more confident over time. Their motivation moved from just completing requirements to truly enjoying teaching and connecting with students. Most felt they improved in classroom management, teaching skills, and began to see themselves as real teachers. Overall, the practicum was a valuable experience that built confidence and professional identity, despite some challenges with anxiety and mentor support.

asrah5 — 2025-09-23 15:39:54 UTC

Findings: The review found that pre-service English teachers in Malaysia struggle with six main challenges: weak teaching skills, limited professional development, lack of support from mentors and schools, a gap between theory and real classroom practice, classroom management problems, and stress when transitioning into full-time teaching. The study suggests that teacher education programs should focus more on building resilience, adaptability, digital skills, reflective practice, and stronger mentorship to better prepare future teachers.

asrah5 — 2025-10-11 14:42:02 UTC