Microteaching in Initial Teacher Education: A Systematic Review
DOI:
https://doi.org/10.15359/ree.30-2.21305Keywords:
Microteaching, teacher education, learning, teaching skills, teaching practice, SDG 4, quality education, learning opportunitiesAbstract
Introduction. Microteaching (MT) aims to reduce gaps in Initial Teacher Education (ITE) by bringing prospective teachers closer to the realities of educational practice. The diverse ways in which MT is applied raise the need to understand the different emphases and modalities of implementation. Objective. To analyze empirical research on microteaching in ITE published between 2020 and 2024, focusing on its educational purposes and implementation dynamics. Methodology. A systematic review was conducted using the PRISMA (2020) protocol in two stages: document identification and screening (September 2024–January 2025) and thematic analysis. Searches of Web of Science and Scopus used the terms “microteaching” and “pre-service teacher” and included peer-reviewed empirical articles on ITE published in Spanish or English from 2020 to 2024. Of the 24 records initially identified, 1 duplicate was removed and 3 articles were removed because they addressed continuing education or teacher professional development; a final sample of 20 articles was obtained. These articles were examined through thematic analysis (Braun & Clarke, 2006) using Atlas.ti 25. Results. Two thematic cores were identified: implementation contexts, characterized by the predominance of face-to-face settings and simulations, alongside the emergence of virtuality and mixed reality; and learning opportunities, including attitudes, experience design, theory-practice linkage, didactic action, and the content of reflection. Conclusions. The mere incorporation of MT does not guarantee the overcoming of gaps in ITE; its potential depends on the implementation design and the formative meaning assigned to it. As a theoretical contribution, the study conceptualizes MT as a device that integrates attitudinal, reflective, and practical dimensions. It recommends that ITE programs and teacher education institutions develop contextualized and authentic designs that transcend technical execution.
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