MICROTEACHING AND THE DEVELOPMENT OF CLASSROOM MANAGEMENT SKILLS AMONG PRE-SERVICE TEACHERS: A SYNTHESIS OF PEDAGOGICAL THEORY AND EMPIRICAL EVIDENCE
DOI:
https://doi.org/10.29121/ShodhSamajik.v3.i1.2026.180Keywords:
Microteaching, Classroom Management, Pre-Service Teachers, Teacher Education, Experiential LearningAbstract
Classroom management remains one of the most critical yet daunting challenges for pre-service teachers entering the education profession. The transition from theoretical coursework to live instructional environments frequently induces cognitive overload, anxiety, and reactive management practices. Microteaching—a scaled-down, simulated teaching encounter introduced by Dwight Allen and his colleagues at Stanford University in the 1960s—serves as a crucial pedagogical bridge within teacher education programs. This comprehensive review synthesizes empirical literature, theoretical models, and methodological frameworks examining the impact of microteaching on the development of classroom management skills among pre-service educators. Grounded in Social Cognitive Theory, Experiential Learning Theory, and Cognitive Load Theory, this paper systematically explores how microteaching cycle components—specifically scaled delivery, video-recorded reflection, peer feedback, and iterative re-teaching—fostered core classroom management competencies. These competencies include proactive discipline, instructional pacing, non-verbal communication, time allocation, and student engagement strategies. Furthermore, the review analyzes contemporary adaptations such as digital/virtual microteaching and AI-augmented reflective analytics, addresses structural limitations, and outlines actionable recommendations for teacher training curricula.
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