Pre-Service Teachers’ Perceptions and Utilization of Micro-Teaching Feedback for Self-Reflection, Professional Growth, and Instructional Enhancement: A Study at UEAB

Jane Genga-Ayiemba
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Jane Genga-Ayiemba: Department of Education, University of Eastern Africa, Baraton

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 2, 4127-4133

Abstract: TLecturers’ feedback affords interaction and critical thinking opportunities for learners. Peer feedback is reciprocal teaching in which teacher candidates provide assistance to one another as they incorporate new teaching skills, strategies, and approaches to their teaching. Reflective practices in pre-service teacher education enable teachers to evaluate their pedagogical skills. This study explored the perceptions and utilization of micro-teaching feedback among pre-service teachers at the University of Eastern Africa, Baraton. Micro-teaching, a widely used practice in Subject Teaching Methods courses, provides pre-service teachers with opportunities to practice teaching in a controlled environment and receive feedback from peers and instructors. Mixed survey was administered to 148 preservice teachers who have taken Subject Teaching Methods courses between 2023 and 2024 to assess their perceptions of micro-teaching feedback and its impact on their teaching practice preparation. The data was collected by use of questionnaires with both open and closed ended questions and analyzed using SPSS. The findings revealed that micro-teaching feedback positively impacts students’ ability for self-reflection, professional growth and instructional enhancement. Additionally, students have more positive attitudes toward micro-teaching feedback which is more conducive to improving the students’ future teaching competence. The findings of this study are expected to shed light on the effectiveness of micro-teaching feedback as a tool for pre-service teacher development. The results have implications for teacher education programs at UEAB and beyond, informing the design and implementation of effective feedback mechanisms to support pre-service teacher development.

Date: 2025
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