2

CHAPTER 1
INTRODUCTION

Background of the Study

Investing in high-quality education is key to improving a nation’s economy and
standard of living. The significance of high-quality education was recognized by the United
Nations (UN) by emphasizing the importance of ensuring inclusive and equitable education
into one of its Sustainable Development Goals (SDGs). In the Philippines, providing
affordable and high quality education is mandated by law through the Article XIV Section 2
of the 1987 Philippine Constitution. Teachers play an important factor in improving the
quality of education in the country. One of the goals of Education for All (EFA) is ensuring
the need for qualified teachers (Gumilet et al., 2021; Sáez-Lopez et al., 2020). Thus, all
higher education institutions (HEIs) were directed by the Commission on Higher Education
(CHED) to expand the quality of Filipino education by offering excellent experiences to
aspiring teachers. Additionally, teacher education institutions (TEIs) are given permission by
CHED to improve their educational systems by setting high standards for determining the
purpose, guidelines, and organizational structures of their courses by giving preservice
teachers experiences that are abundantly noticeable, objective-focused, and context
dependent (CMO #30, s. 2004). Due to the link of teacher quality in all dimensions of
student learning, the quality of training programs for teachers is essential. A well-trained,
considerate, and competent teacher can impact the educational foundation of a learner. The
major component in the New Teacher Education Curriculum (NTEC) is the Experiential
Learning Courses (ELCs) which gives preservice teachers access to the workplace so they
can put their newly gained competencies into practice (DepEd Order No. 3, s. 2007).
Student teaching is the ultimate goal of all teacher preparation programs. It involves
fully integrating the preservice teacher into what it means to be a teacher in practice.
Student teaching helps preservice teachers understand how the world works and helps them
become aware of the challenges and constraints they will face in the classroom. Cooperating
teachers play a crucial role in preparing student-teachers for their future profession. In
essence, the success of teaching internships depends highly on effective mentoring.
However, according to Orsdemir and Yildirim (2020), while modelling of teaching and
personal attributes of the mentor were reported as the most common mentoring practices,
practices related to feedback, pedagogical knowledge, and system requirements were found
to be employed rarely. This study will seek to determine whether microteaching, as way of
training preservice teachers, has an effect on preservice teachers’ pedagogical competence.
 3

Pedagogical competence refers to the ability of a teacher in managing learning that includes
the ability to plan a learning program, the ability to interact or manage the learning process,
and the ability to perform an assessment (Ningtiyas & Jalani, 2018). According to Afalla and
Fabelico (2020), a well-trained teacher is competent in the four areas of teaching skills, such
as commanding theoretical knowledge of learning and human behaviour, exhibiting attitudes
to promote learning and genuine human relationships, commanding information on the topic
to be taught, and managing teaching skills to encourage student learning better. The study
of Rodriguez et al. (2022) highlighted the need to capacitate the preservice teachers in
areas such as but not limited to Assessment and Reporting and Curriculum and Planning.
This study will aim to improve the pedagogical competence of preservice teachers through
microteaching.
Microteaching is a teacher training technique developed at Stanford University which
allows prospective teachers to apply clearly defined teaching skills to carefully prepared
lessons in a planned series of five to ten-minute encounters with a small group of real
students, often with an opportunity to observe the results on videotape (Allen, 1967). In the
Cameroonian context, the study of Enama (2021) concluded that microteaching appears to
be a zone of potential development for student teachers that instructors could use to
develop their trainees' acquisition of teaching skills. In the Philippines, Danday (2019)
investigated the effects of microteaching Multiple Representation Lesson Study (MRLS) on
eighteen preservice Physics teachers’ critical thinking and suggested that microteaching
MRLS can promote critical thinking among preservice teachers. This study further implies
that supporting preservice teachers with sufficient and functional teaching resources may
establish an atmosphere that spontaneously cultivates critical thinking. It is established in
the study of Danday (2019) that microteaching can promote critical thinking among
preservice teachers but studies with regards to the pedagogical competence especially
among preservice mathematics teachers were limited. The goal of microteaching according
to Remesh (2013) is to provide teachers and preservice teachers an opportunity to perk up
their teaching skills by improving various simple tasks called teaching skills. This study is
further proposed in order examine this particular research area that could help in the
improvement of mathematics preservice teacher internship training. Microteaching could
help cooperating teachers provide effective feedback and transmit pedagogical knowledge
on their student teachers. This study could provide insights on effective teacher training
adaptations for effective student teaching and could also provide policy recommendations in
improving teaching internship programs of TEIs.
 4

Theoretical Framework
This study will involve the investigation of the effectiveness of using microteaching as
a strategy in improving the pedagogical competence of preservice mathematics teachers.
This proposed study is anchored on David Kolb’s experiential learning theory. In the
perspective of Kolb, learning is viewed as “the process whereby knowledge is created
through the transformation of experience. Knowledge results from the combination of
grasping and transforming experience” (Kolb, 1984, p.41). In this study’s context, the
preservice teachers will learn by doing the actual teaching through the microteaching
sessions and develop new understanding from the basis of their own experiences guided by
the feedback of their respective cooperating teachers. Experiential learning theory
conceptualizes learning as a holistic process that consists of observing, reflecting, making
decisions, and solving the problems that occur in the learning environment. Microteaching
incorporates experiential learning theory stages, utilizing hands-on experiences in real-life
teaching situations to contextualize instruction. It includes reflective observation, where
individuals analyze their teaching and that of their peers, identifying strengths and areas
needing improvement. Additionally, active experimentation involves applying insights gained
from reflection in subsequent microteaching sessions and experimenting with diverse
teaching approaches.The relevance of this theory to the study lies in its alignment with the
experiential learning offered through microteaching for future mathematics teachers. In this
study, preservice teachers will be actively engaged in a real teaching environment, affording
them multiple opportunities to enhance their pedagogical competence and develop a critical
understanding of the teaching process.
This proposed study is also anchored on Bandura's social learning theory (Bandura,
1977). Social learning theory asserts that individuals learn and adopt behaviors by observing
others (Mcleod, 2023). Social learning theory is anchored in this proposed study in the sense
that during microteaching sessions, peers will also be observing to gain insights about the
best teaching practices as well as potential areas of improvement. This way, they will also
learn from their co-student teacher’s experience and improve their own teaching.
 5

Figure 1 illustrates the paradigm of the study.

Research Paradigm
Independent Variable Dependent Variable

Figure 1. The paradigm showing the relationship among the variables.

Statements of the Problems
This study will investigate the effects of microteaching on the pedagogical
competence of preservice mathematics teachers during their student teaching internship.
Specifically, the study will seek answers to the following questions:
1. What is the pedagogical competence of preservice mathematics teachers in their
demonstration teaching before and after exposure to: a. Microteaching, b. no
microteaching?
2. Is there a significant difference in the pre-demonstration teaching pedagogical
competence of preservice mathematics teachers from the microteaching group and those
from the no microteaching group?
3. Are there significant differences between the pre-demonstration teaching and
post-demonstration teaching pedagogical competence of preservice mathematics teachers
exposed to: a. Microteaching? b. No microteaching?
4. Is there a significant difference in the post-demonstration teaching pedagogical
competence of preservice mathematics teachers from the microteaching group and those
from the no microteaching group?
Hypotheses
1. There is no significant difference in the pre-demonstration teaching pedagogical
competence of preservice mathematics teachers from the microteaching group and those
from the no microteaching group.
2. There is no significant difference between the pre-demonstration teaching and
post-demonstration teaching pedagogical competence of preservice mathematics teachers
exposed to: a. Microteaching, b. No microteaching
3. There is no significant difference in the post-demonstration teaching pedagogical
competence of preservice mathematics teachers from the microteaching group and those
from the no microteaching group.
 6

Definition of terms
The important terms in this study were defined conceptually and operationally as
follows.
Microteaching
Microteaching is a teacher training technique developed at Stanford University which
allows prospective teachers to apply clearly defined teaching skills to carefully prepared
lessons in a planned series of five to ten-minute encounters with a small group of real
students, often with an opportunity to observe the results on videotape (Allen, 1967).
In this study, microteaching refers to the training technique that will be used as
intervention to train preservice mathematics teachers belonging in the experimental group.
Preservice Teachers
Preservice teachers refer to students enrolled in an initial educator preparation
program, studying to become practicing teachers (Thomas et al., 2019).
In this study, preservice teachers refers to the students in their practice teaching
taking up Bachelor of Secondary Education, Major in Mathematics and currently enrolled in a
State University in Palawan, Philippines.
Pedagogical Competence
Pedagogical competence refers to the ability of teachers in managing learning that
includes the ability to plan a learning program, the ability to interact or manage the learning
process, and the ability to perform an assessment (Ningtiyas & Jailani, 2018)
In this study, pedagogical competence refers to the preservice mathematics teachers’
performance in pre and post demonstration teaching during their practice teaching which
will be measured in terms of teacher’s personality, lesson planning, content, teaching
methods, and classroom management as rated by their cooperating teacher, supervising
instructor, and one mathematics teacher.
Significance of the Study
The findings of this study will benefit the following:
Teacher Education Institutions
The findings of this study may provide insights to Teacher Education Institutions with
regards to the role of microteaching as a crucial component of teacher preparation, which
will help enhance the program for preparing future teachers.
Cooperating Teachers
The study could be of help to cooperating teachers in guiding and supervising the
preservice teachers. The results of this study may provide them with the chance to learn
microteaching and improve their effective teaching and management techniques.
 7

Preservice teachers
The findings of the study may give preservice teachers awareness of the importance
of microteaching to their preparation in the teaching-learning process. This could encourage
them to take their cooperating teachers’ criticism and feedback constructively.
School Administrators
The results of this study may help our school administrators by implementing
microteaching as a potential strategy for our preservice teachers' preparation.
Researchers
This research may be a useful reference for future researchers who plan to further
investigate studies related to implementing microteaching in teacher preparation programs.
Scope and Delimitation
This study is limited only to the preservice mathematics teachers in an external
campus of one state university in MIMAROPA region in the Philippines. Further, due to this
study’s locale, the number of participants included were limited thus, limiting the
generalizability of this study.
 8

CHAPTER 2
REVIEW OF RELATED LITERATURE

This literature review is composed of three parts: (1) microteaching, (2) pedagogical
competence, and (3) Synthesis. Part one presents related studies about microteaching which
focuses mostly on preservice teacher training. Part two discussed related studies concerning
the pedagogical competence of preservice teachers. Part three discusses the overview of the
concepts and ideas of the literature review.
Microteaching
Collins English Dictionary (n.d.) defined microteaching as a scaled-down teaching
procedure with a few students under controlled conditions, often videotaped in order to
analyze teaching techniques and develop new teaching skills. Merriam-Webster (n.d.)
defined microteaching as a practice teaching in which a student teacher teaches a small
class for a short time and is videotaped for subsequent evaluation. According to Remesh
(2013), microteaching is a technique for training preservice teachers to help develop their
teaching skills. It utilizes real teaching situations for deeper understanding of the art of
teaching. This technique was initially developed in Stanford and involves the steps of "teach,
critique, reteach" (Northern Illinois University, 2023). The review article of Remesh (2013)
characterizes microteaching as an efficient learning technique for effective teaching. The
article also notes that as learners gain more experience, the learning process becomes more
effective. Therefore, the crucial quality among participants in microteaching sessions is their
ability to give and receive constructive feedback with an open mind, leading to the
attainment of suitable teaching-learning goals. Moreover, it fosters a sense of camaraderie
and equanimity, enhancing the teacher's self-confidence.
Kimaro et al. (2021) utilized mixed-methods research involving 140 preservice
teachers to investigate the teaching skills acquired during microteaching. The findings
revealed that microteaching offers preservice teachers an opportunity to develop basic
teaching skills, including the preparation of schemes of work, lesson plans, classroom
management, motivation strategies, and time management skills. The results suggest that
microteaching is an efficient method for improving the teaching competencies of preservice
teachers. In another study, Enama (2021) found that microteaching enhanced student
teachers’ competence in lesson planning. This implies that instructors could use
microteaching to enhance their student teachers' acquisition of teaching skills. These
findings suggest that teacher educators may provide training for lesson planning which may
lead student teachers to address challenges when designing lessons.
 9

In Asia, an Indonesian study of Darmayenti et. al. (2019) aimed at designing a model
of microteaching-based English for undergraduate English programs of a State Islamic
University. Findings revealed that microteaching helps develop the skills of novice teachers.
In the Philippines, the study of Marzan and Bambico (2022) utilized an online
microteaching lesson study to develop the preservice elementary teachers’ subject matter
knowledge in chemistry. Results revealed that the online microteaching lesson study has a
significant effect on preservice elementary teachers’ subject matter knowledge in chemistry.
Furthermore, online microteaching lesson study enhanced the capability of preservice
elementary teachers to showcase subject matter knowledge in teaching chemistry by
implementing lessons repeatedly. To sum up, online microteaching lesson study contributed
to the enhancement of preservice elementary teachers’ subject matter knowledge in
chemistry. The study by Danday and Monterola (2019) employed a quasi-experimental
design involving 18 fourth-year Bachelor of Secondary Education majors in Physical Science.
This study aimed to investigate the effects of Microteaching Multiple-Representation Lesson
Study (MRLS) on the critical thinking of pre-service Physics teachers. The findings revealed
that Microteaching Multiple-Representation Lesson Study has beneficial effects on the
development of preservice teachers' critical thinking. Additionally, the results suggest that
feedback from experts, interaction with fellow pre-service teachers, and engagement with
students in Microteaching Multiple-Representation Lesson Study contribute to the
enhancement of the critical thinking skills of prospective teachers. In another study, Danday
(2019) asserts that feedback on lesson implementations play an important role in the
development of the preservice teachers’ didactic knowledge system. This research aimed to
determine the effects of the Active Microteaching Lesson Study (MLS) and the Passive
Microteaching Lesson Study (MLS) on the Technological Pedagogical Content Knowledge
(TPCK) of pre-service Physics teachers, including its individual components. Similarly in the
study of Chew and Lim (2013), Microteaching Lesson Study poses benefits to various
aspects of preservice teachers’ Technological Pedagogical Knowledge. Exposing the
preservice teachers, primarily to Active MLS, can be beneficial in enhancing their overall
TPCK. In a recent investigation also by Danday (2021), a quasi-experimental approach
aimed to uncover the impact of two variations of Microteaching Lesson Study (MLS) – the
Active MLS and the Passive MLS – on the critical thinking abilities of prospective physics
teachers. The findings suggest that preservice teacher education may be enriched by
integrating active and passive MLS in the teacher education curriculum. In the study
conducted by UP NISMED (2023), lesson study with modified microteaching was
implemented as an intervention before the deployment of preservice science and
 10

mathematics teachers for their practice teaching. This initiative was integrated into the
practice teaching program of a teacher education institution (TEI) in southern Philippines.
The study's findings revealed that the combination of lesson study and microteaching acted
as a supportive mechanism for preservice science and mathematics teachers during their
practice teaching. Outside the teacher education setting, the trainers of Agricultural Training
Institute used microteaching to assess their understanding of the subject matter and their
ability to effectively communicate and cascade the learning and technologies to others.
Results showed that by engaging in microteaching activity, participants can gain valuable
experiences in delivering effective facilitation and implementation of the Farmers Field
School which will be their re-entry plan on this training.
Furthermore, reflecting on their experience from this activity, participants can identify areas
where they need to focus their efforts in order to effectively cascade their learnings to future
participants. (Darm, 2023).
Pedagogical Competence
One of the key foundations of a quality education is the teachers’ pedagogical
competence. It develops through processes of personal and professional development
during coursework and professional opportunities. (Greathouse et al., 2019; Mohamed et al.,
2016).
A teacher’s pedagogical competence is a combination of expertise, ideals, and
dispositions as well as a capability that ensures the capacity to adapt to changing conditions
in real-world circumstances. When examined in this context, the idea of competence exhibits
procedural and pedagogical components resulting from a fundamentally straightforward
structure, including perspectives, beliefs, training, abilities, and understanding. (Kamerilova
et al., 2018; Samusevıča & Strıguna, 2017). A pedagogically competent teacher can manage
all the processes of learning, from planning, implementing, assessing and evaluating.
Manageable learning facilitates students to reach learning goals.
Pedagogical competence refers to educational and teaching qualifications. The ability
to manage and supervise the teaching and learning process in the classroom is one of the
requirements for teachers. The efficiency of interactions, teachers' duties, their capacity to
prepare lessons, and the propriety of the approach and media used for instruction all serve
as indicators of pedagogical competence. (Purnama et al., 2021)
As their influence extends well beyond the classroom, future educators must possess
sustained pedagogical competence in order to contribute to the development of a more
stable society. Preservice teachers need to act in a way that is consistent with what is taught
 11

in the classroom in addition to being knowledgeable and convincing speakers. (Garcia et al.,
2017).
In the Philippines, Fabelico and Afalla (2023) assessed the pedagogical competence
of 65 preservice teachers and found that the level of preservice teachers’ pedagogical
competence were “outstanding" using a standard rating scale. The different dimensions
included in the study were the teacher's personality, lesson planning, content, teaching
methods, classroom management, and questioning skills. The rating scale was used by
cooperating teachers and university professors. However, elementary preservice teachers
displayed unsatisfactory problem-solving performance and preferred to handle subjects
other than math (Pentang et al., 2023). This is alarming because elementary preservice
teachers can substantially impact the quality of mathematics education.
The study of Rogayan and Reusia (2021) attempts to understand the Filipino
preservice teachers’ conceptions and perspective about teaching internship. Results of their
qualitative study revealed that teaching internship was metaphorically described as an
enhancement of pedagogical competence. Further, preservice teachers acknowledge that
what they learned inside the classroom is not adequate, thus engaging in practicum may
further enhance their instructional strategies and pedagogical skills. This suggests that
teaching internship is an experience for preservice teachers where no classroom instruction
can replace. It is therefore important that these experiences are enriched through the use of
effective teacher training techniques such as microteaching.
Synthesis
The literature review comprises the related studies about microteaching and
pedagogical competence. Various literatures on microteaching and pedagogical competence
reveals a significant intersection in the enhancement of teacher training and effectiveness.
Microteaching, as a scaled-down teaching procedure, is identified as a valuable technique for
training preservice teachers and developing their teaching skills, according to various
sources including Collins English Dictionary, Merriam-Webster, and Remesh (2013). The
process, characterized by the "teach, critique, reteach" approach, not only facilitates a
deeper understanding of the art of teaching but also encourages a culture of constructive
feedback and camaraderie among participants, leading to improved teaching-learning goals
and heightened self-confidence.
Studies by Kimaro et al. (2021), Enama (2021), Darmayenti et al. (2019), Marzan
and Bambico (2022), Danday and Monterola (2019), Chew and Lim (2013), and Danday
(2021) collectively demonstrate that microteaching contributes significantly to the
development of basic teaching skills, subject matter knowledge, and critical thinking abilities
 12

among preservice teachers. Furthermore, the integration of microteaching with lesson study,
both online and in practice teaching programs, is shown to be effective in enhancing various
aspects of teachers' competence.
On the other hand, the literature on pedagogical competence emphasizes the crucial
role it plays in quality education. Defined as a combination of expertise, ideals, and
dispositions, pedagogical competence encompasses the ability to manage all processes of
learning effectively. Preservice teachers, in particular, must possess sustained pedagogical
competence to contribute to societal development. The study by Fabelico and Afalla (2023)
in the Philippines highlights the assessment of preservice teachers' pedagogical competence
across different dimensions, including personality, lesson planning, content, teaching
methods, classroom management, and questioning skills. Rogayan and Reusia (2021)
further emphasize the importance of teaching internship in enhancing pedagogical
competence, suggesting that practical experiences, enriched through effective training
techniques like microteaching, play a crucial role in developing instructional strategies.
In summary, this literature review underscores the complementary relationship
between microteaching and the development of pedagogical competence. Microteaching
emerges as a powerful tool in shaping effective teaching practices, while pedagogical
competence stands as a foundational requirement for successful teaching, with both
elements converging to enhance the overall quality of teacher education and training.
 13

CHAPTER 3
RESEARCH DESIGN AND METHODOLOGY

Purpose of the study

This study aims to examine the effects of microteaching on preservice teachers’
pedagogical competence. Microteaching aims to encourage preservice teachers to think
about their behaviours and skills in the classroom rather than having them gain experience
through trial and error. The evaluations of their mentors play an important role and the
feedback presents a major element in the training process. The microteaching process aims
to establish growth in the mental structures of preservice teachers.
Design of the Study
This study will seek to determine the effectiveness of microteaching to the
pedagogical competence of preservice mathematics teachers. To achieve this end, this study
will utilize a quantitative approach and will employ a pre-test-post-test quasi-experimental
design adapted from Fraenkel & Wallen (2012). Such design was employed because of the
limited number of participants as well as by considering the feasibility of the study. Figure 2
shows the research design for this study.

Figure 2. Quasi-experimental design

The Subjects
The target participants of this study will be twenty fourth year Bachelor of Secondary
Education major in Mathematics students of one state university in Region IV-B, Philippines.
They must be in their student teaching internship deployed in a public high school.
The target participants of the proposed study are the preservice teachers in
mathematics. The respondents must be preservice teachers in their student-teaching
internship. They must be taking a Bachelor of Secondary Education major in Mathematics at
a State University in Palawan.
Sampling Method
Prior to data collection, purposive sampling will be employed in selecting the
participants for this research study. Further, purposive sampling will be used to guarantee
 14

that the experimental and the controlled groups will be comparable. The experimental and
controlled group will each comprise ten preservice teachers. Thus, this study will have a
total of 20 participants.
Instruments
Only one instrument will be used in the study which is the Standard Operating
Instruction (SOI) Quality form for rating the pedagogical competence of the preservice
teachers in terms of the teacher’s personality, lesson planning, content, teaching methods,
and classroom management. The said form is a standard instrument used by the university
where the preservice teachers are enrolled. The said instrument was adapted from
Experiential Learning Courses Handbook of Teacher Education Council (TEC), Department of
Education (DepEd), and Commission on Higher Education (CHED).
Data Gathering Procedure
Prior to the conduct of the study, permission will be obtained from the University
where the participants are enrolled in. Additionally, permissions will also be obtained from
the principal of the cooperating schools where the participants were deployed. Consent
forms will also be obtained from the preservice teacher-participants. Prior to the
intervention, each of the participants will have their pre-demonstration teaching which will
then be rated by their respective adviser, cooperating teacher, and one mathematics teacher
with the use of a Standard Operating Instruction (SOI) Quality Form for rating pedagogical
competence.
The twenty participants will be evenly divided into two by assigning them to the
experimental and control group considering their sex and grade point average (GPA). The
ten participants in the control group will not receive any intervention but will continue with
the usual mentoring with their respective cooperating teachers. The ten participants in the
experimental group will be trained through microteaching at least once a week which will
last for six weeks.
Before implementing the intervention, the cooperating teachers will be oriented by
the researcher about the process of microteaching. During the intervention, the participants
will have a 10-20 minute teaching demonstration with a small group of students, which will
then be videotaped for the subsequent feedback of the cooperating teacher. Proper ethical
considerations will be strictly followed and consent of the students involved as well as their
parents will be obtained beforehand.
After the intervention, each of the preservice teacher-participants will have their
post-demonstration teaching using the same SOI Quality Form for rating pedagogical
competence that will be rated again by their respective adviser, cooperating teacher, and one
 15

mathematics teacher. The ratings from the pre- and post-demonstration teaching will be
used by the researcher to determine the pedagogical competence of preservice teachers and
compare the results of both experimental and controlled groups.
Data Analysis Procedure
The pedagogical competence of each participant will be determined by taking the
mean ratings of the adviser, cooperating teacher, and a mathematics teacher. The mean
rating will serve as the participant’s score for pedagogical competence. The ratings will be
collected and tabulated. The mean and standard deviation will be employed for the
descriptive analysis of the study and will be calculated with the use of Microsoft Excel.
Wilcoxon Signed Rank Test and Mann Whitney U Test will be employed for the inferential
analysis and level of significance will be set at α = .05.
Statistical Data Analysis
The data that will be gathered in this research will be analyzed using the following
statistical tools:
Mean
The mean scores that will be obtained from the pre- and post-demonstration
teaching will be analyzed to describe the participants’ level of pedagogical competence.
Standard Deviation
The standard deviation will be used to determine the dispersion of the means which
will describe the homogeneity and heterogeneity of the participants’ pedagogical
competence.
Wilcoxon Signed Rank Test
The Wilcoxon Signed Rank Test will be employed in order to determine whether the
mean scores of the pre- and post demonstration teaching of both the experimental and
controlled groups were significantly different.
Mann-Whitney U Test
The Mann Whitney U test will be used in order to determine if there are significant
differences in both the pre- and post-demonstration teaching scores of the experimental and
controlled groups.
 16

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 17

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