Expert-Guided Microteaching and Teaching Performance Development in Indonesian EFL Teacher Professional Education

Abstract

Indonesian Teacher Professional Education programs need practice-based approaches that help pre-service teachers translate pedagogical knowledge into observable classroom performance. This study examined how expert-guided microteaching was associated with teaching performance development among English as a Foreign Language pre-service teachers during university-based microteaching and how this development was reflected during school-based internships. The study provides performance-based evidence that expert guidance may help bridge the gap between simulated teaching and authentic classroom practice. A longitudinal embedded mixed-methods design with a single-group equivalent time-series repeated-measures structure was employed. Eleven English as a Foreign Language pre-service teachers participated in expert-guided microteaching and subsequently completed teaching internships in secondary schools. Quantitative data were collected through repeated classroom observations using a four-point teaching performance observation sheet and analyzed using descriptive statistics and General Linear Model repeated-measures tests. Qualitative data were obtained from semi-structured interviews, instructional documents, field notes, and video-recorded teaching performances. Those qualitative data were analyzed thematically. The results showed there is a significant improvement in teaching performance during expert-guided microteaching and continued gains during internships. The qualitative findings also indicated that expert modeling, immediate feedback, reflective lesson revision, and repeated teaching practice supported lesson planning, classroom management, student engagement, assessment awareness, classroom language use, and readiness to teach. The study concludes that expert-guided microteaching can serve as a professional learning bridge between simulated and authentic classroom practice and recommends the integration of expert modeling, structured feedback, reflective revision, and repeated teaching enactment into teacher professional education programs.