Simplifying the Complexities of Classroom Teaching through Micro-teaching Rehearsals: Pre-service Teachers' Perspective

Abstract

Abstract

Teaching is a complex professional activity that requires pre-service teachers to integrate pedagogical knowledge, classroom management skills, lesson planning, and reflective decision-making in diverse learning environments. This study examined the role of micro-teaching rehearsals (MTR) in simplifying teaching complexities and enhancing teaching competencies, as perceived by pre-service teachers in a faculty of education in Nigeria. The context of MTR in this study was grounded in reflective practice, understood as thinking about what has been done and how it can be done better. The study adopted a survey research approach, with all third-year pre-service teachers constituting the study population. Three hundred participants were arranged into groups of ten, producing a sample of thirty groups from which data were generated through a structured questionnaire. The questionnaire items were validated by experts and yielded a Cronbach's alpha reliability coefficient of 0.72. The questionnaire used a four-point Likert scale, ranging from 1 to 4, to elicit responses from each group, and the data were analysed using descriptive statistics. The results revealed that micro-teaching rehearsals provide opportunities for pre-service teachers to gain mastery of teaching skills, thereby supporting competence and helping to simplify common teaching difficulties, such as lesson planning, lesson procedures, and presentation. The study concluded that micro-teaching rehearsals are a useful technique for preparing prospective teachers to improve their teaching competencies and simplify instructional practices.