Leli Halimah, Mirawati, M. Ridwan Sutisna, Ayu Hopiani, Fauzi Abdillah
The present study investigates the implementation of a virtual microteaching course within an early childhood education program. Microteaching provides pre-service teachers a controlled environment to practice and refine teaching skills. This research specifically examines the experiences of 8 pre-service teachers engaging in a virtual microteaching cycle to enhance their teaching competence. We collected data using a qualitative approach through open-ended questionnaires, focus group interviews, and digital classroom recordings. Findings reveal that participants viewed the virtual microteaching cycle as a supportive teaching and learning model that improved their teaching skills, motivation, and digital competence. The study shows that virtual microteaching cycles can help pre-service teachers be more creative, engaged, and ready for their jobs. It also shows that these cycles could be an important part of teacher education programs in the digital age. © 2025 NAECTE.
Department of Early Childhood Teacher Education, UPI Campus in Cibiru, Universitas Pendidikan Indonesia, Bandung, Indonesia; Department of Pancasila and Civics Education, Faculty of Social Sciences and Law, Universitas Negeri Jakarta, Jakarta, Indonesia
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