From Theory to Practice: Challenges Encountered by Students in Microteaching

Abstract

Microteaching is a vital component in teacher education, yet many pre-service teachers struggle to apply theoretical knowledge in practical classroom strategies. This qualitative case study explored the challenges faced by BEED pre-service teachers during microteaching at a teacher education institution in Misamis Occidental. Using Yin’s (2014) case study design and purposive sampling, five students, five parents, and five supervising teachers participated. Data were gathered through interviews and analyzed using HYPERESEARCH software. Findings revealed difficulties in applying learner-centered strategies, classroom management, and designing age-appropriate lessons. Emotional barriers such as anxiety and self-doubt further impacted performance. Despite these, students adopted coping strategies like active planning, practice, and reflection. Six themes emerged: (1) Struggles in Translating Theory to Practice, (2) Emotional Barriers in Instruction, (3) Strengthening Preparedness through Planning and Rehearsal, (4) Reflective Growth via Feedback and Support, (5) Capacity-Building through Mentorship, and (6) A Structured, Supportive Learning Ecosystem. An enhancement program was proposed to bridge the gap between theory and practice.