Peer microteaching as a pedagogical tool in Physical Education teacher education: systematic review

Abstract

Peer microteaching has become established as a key pedagogical tool in initial teacher education, enabling prospective teachers to rehearse practices in controlled settings, receive targeted feedback, and engage in critical reflection on their performance. In physical education, its potential is particularly significant given the highly situational, practical, and relational nature of teaching in motor-learning contexts. This systematic review aims to identify and analyze the uses, pedagogical approaches, and reported effects of peer microteaching in physical education teacher education programs. The PRISMA guidelines were followed to identify studies published between 2000 and 2025 in Scopus, Web of Science, ERIC, SPORTDiscus, and ProQuest. PICOS criteria were applied for search and selection. In total, 363 documents were retrieved, of which 17 met the eligibility criteria. The methodological quality of the selected studies was appraised using the Mixed Methods Appraisal Tool (MMAT). The findings are organized into four interrelated dimensions: a) attitudes, self-efficacy, and professional confidence; b) instructional competences and pedagogical decision-making; c) pedagogical reflection, feedback, and practice-based learning; and d) curricular and contextual conditions of physical education teacher education. Overall, the evidence indicates that microteaching, when implemented through reflective and dialogic approaches, emerges as a promising pedagogical mechanism for early professional development in physical education. However, current evidence relies largely on self-report measures and short-term designs and should be interpreted with caution.