MICROTEACHING EXPERIENCE OF PRESERVICE ENGLISH TEACHERS: A PHENOMENOLOGICAL STUDY

Arts, Social Sciences and Humanities

Teaching is regarded as being the most fundamental of all professions because of how heavily the other professions rely on them. To prepare teacher educators for the realities of the classroom workplace, it is essential that prospective teachers receive adequate training. The microteaching experiences of the preservice English teachers are the best way in knowing the challenges of the teaching profession. A phenomenological qualitative research design was used in the study. An in-depth interview and focus group discussion was used to gather data and pieces of information from the 10 preservice English teachers who were randomly selected from Monkayo College of Arts, Sciences, and Technology (MONCAST). Findings suggested that the challenges encountered by the preservice English teachers are diverse learners, fluency in oral communication, lack of self-confidence, and financial problem. Furthermore, they overcome these struggles through optimism and resourcefulness. Hence, the author suggested that the institution will conduct training and orientation for preservice teachers before conducting the practice teaching, assessment of the preservice English teachers about their capability and readiness for the service and monitor the students’ basic skills and knowledge needed for the preservice teachers.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.