Abstract
Microteaching has been widely used in preservice teacher education programme to enhance prospective teachers’ instructional experiences. In Early Childhood Education Programme, the use of microteaching offers valuable opportunities for trainee-teachers to develop effective strategies. Understanding the perceptions and concerns of female students teachers is crucial for promoting teacher education programmes’ outcome. This study is aimed at investigating the responses of sixty-one female teacher trainees from the Early Childhood Education (ECE) programme in the School of Education, Federal College of Education, Obudu, Cross River State, Nigeria (FCECRS), regarding the microteaching component offered in two courses of ECE teaching methods. A combination of quantitative and qualitative techniques was employed for the purpose of collecting the data. A questionnaire and a focus group interview were used as the main tools for data collection. The findings show that prospective teachers described a variety of benefits they gained from microteaching experience. Recommendations were also drawn.
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