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In the field of pre-service teacher education microteaching has been widely used to help studentteachers with instructional experiences with focus on teaching skills. Recent attention tomicroteaching to enhance student teachers’ awareness relates to emphasis on reflection inprofessional development. This study aims to investigate how prospective teachers’microteaching experience influenced their English class observation. The research wasconducted with a total of 35 student teachers attending the ELT department at a TeachersCollege. The data was gathered via class observation before and after microteaching experience,where the participants’ teaching was videotaped and reflected. The used observation schemeconsists of five areas including preparation, presentation, execution/methods, personalcharacteristics, and teacher-student interaction. The analysis of the observation data in each areareveals that there was statistically significant difference before and after microteaching. Theexecution/methods area shows more difference than any other area. The oral and writtenreflection data is analyzed to see how microteaching affected the subjects’ perception on theEnglish language teaching they observed. The study concludes with some suggestions forincorporating microteaching into a pre-service teacher education program to help studentteachers become reflective practitioner.
