Exploring Language Teacher Candidates’ Reflective Competence in Microteaching Evaluation Practices

Petra Kristi Mulyani; Tassanee Juntiya

doi:10.21580/vjv14i232967

Authors

Petra Kristi Mulyani Faculty of Education and Psychology, Universitas Negeri Semarang, Indonesia https://orcid.org/0000-0001-7468-3228
Tassanee Juntiya Faculty of Education and Development Sciences, Kasetsart University, Kamphaeng Saen District, Nakhon Pathom , Thailand https://orcid.org/0000-0002-8420-0848

DOI:

https://doi.org/10.21580/vjv14i232967

Keywords:

language teacher, quality education, microteaching, pedagogical content knowledge, peer evaluation, reflective competence

Abstract

This study examines language teacher candidates' reflective competence in critically evaluating peers' instructional practices and materials during microteaching. In language teaching contexts, limited research has examined the quality and depth of peer evaluation during microteaching, despite its role in bridging theory and practice. Data were collected from 12 teacher candidates through peer evaluation notes, instructional materials, and recorded teaching sessions. Using a qualitative design, the data were analyzed using thematic analysis, supported by triangulation with five supervisors. Findings reveal that teacher candidates predominantly engage in surface-level evaluation, emphasizing technical and procedural aspects rather than conceptual pedagogical reasoning. The study argues that significant gaps reflect limitations in pedagogical content knowledge and reflective practice, especially in implementing problem-based and project-based learning, process-oriented assessments, and communicative language teaching to foster interaction and meaning negotiation. A structured reflective microteaching cycle is proposed to strengthen language teacher candidates' reflective competence, comprising three stages of replan, reteach, and reobserve. The findings highlight the urgent need for quality education through systematic critical reflection and pedagogical reasoning in language teaching education.

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Author Biographies

Petra Kristi Mulyani, Faculty of Education and Psychology, Universitas Negeri Semarang

Assistant Professor, Faculty of Education and Psychology, Universitas Negeri Semarang — teaching across the Elementary School Teacher Education, Early Childhood Education, and Counseling study programs

Tassanee Juntiya, Faculty of Education and Development Sciences, Kasetsart University, Kamphaeng Saen District, Nakhon Pathom

Asst. Prof. Dr. Tassanee Juntiya is an academic and administrator at the Faculty of Education and Development Sciences, Kasetsart University, Kamphaeng Saen Campus, Thailand. She serves as Deputy Dean for Student and International Affairs, with specializations in English language teaching, curriculum development, and physical activity learning.

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