Abstract
Microteaching is a learning activity from which preservice teachers (PSTs) learn to teach either individually, in pairs or in groups. Thanks to its merits, it has been widely used in teacher education. The paper investigates a specific case of four PSTs conducting microteaching in groups of three as an obligatory component of an English language teacher education programme in a leading higher education institution in Vietnam. Informed by activity theory within the sociocultural perspective, the paper elucidates the learning process of these four PSTs through reflection on their microteaching sessions in their third year to shed light on the application and development of teaching knowledge and skills, peer scaffolding, contradictions within the activity system of the PSTs and their teacher identity construction. The last aspect is considered the contribution of the current study to fulfill a research gap since identity construction through microteaching has rarely been studied before.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Teacher Education and Professional Development
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
