Investigating the Effectiveness of Microteaching in Enhancing Professional Teaching Skills among In-Service Teachers

Abstract

Microteaching is a valuable scientific approach to developing professional teaching skills among in-service teachers. The objective of this study was to investigate the impact of microteaching on the professional skill development of in-service teachers. Eight null hypotheses were formulated to achieve this objective. The pretest–posttest equivalent group design was considered suitable for this experimental research. The study included experimental and control groups of in-service teachers, each consisting of 25 participants. A General Teaching Competence Scale (GTCS) and a Microteaching Competence Observation Sheet (MCOS) were administered for data collection. A microteaching laboratory was set up for the intervention. The experimental group underwent a one-month microteaching program, while the control group continued teaching in their respective schools. The collected data were analyzed using t-tests and mean scores. The study concluded that microteaching is an effective method for enhancing professional teaching skills among in-service teachers. It was further recommended that a microteaching program should be implemented for all in-service teachers in Pakistan. Additionally, all district training centers should be equipped with digital resources to support microteaching programs. Instructional materials on microteaching skills should be developed and distributed among in-service teachers.

Keywords: Microteaching, teaching skills, in-service teachers & experimental design.