The effects of microteaching on preservice teachers’ self-efficacy in teaching mapwork

Abstract

This study examined preservice geography teachers' self-efficacy in teaching mapwork. This is a foundational yet conceptually demanding component of the geography curriculum. Guided by Bandura’s self-efficacy theory, the study examined the extent to which microteaching influenced preservice teachers' confidence and perceived teaching competence. A mixed-methods design was employed in elucidating the perspectives of preservice teachers enrolled in a Bachelor of Education Geography course. Quantitative data were collected using pre- and post-course surveys, while qualitative data were obtained from preservice teachers’ reflective accounts after the microteaching sessions. The results demonstrate that the participants' self-efficacy increased following the microteaching. However, some participants reported difficulties with complex concepts such as magnetic declination, bearing, cross-sections, intervisibility, and interpretation. The study concludes that while microteaching contributes positively to the preservice teachers’ self-efficacy, it should be complemented by targeted support. This is to address the persistent challenges in mapwork teaching