Abstract
This study systematically reviewed 38 research papers on microteaching practices using online technology. It was found that online microteaching utilizes technology in both synchronous and asynchronous settings. Mixed methods research was most popular for examining online microteaching's effectiveness. Online microteaching is the same as or superior to the face-to-face environment in terms of competence development, self-efficacy and motivation, flexibility and convenience, evaluation and feedback, and engagement and enjoyment. Disadvantages of online microteaching are technical issues, limitations of the online environment, and collaborative role engagement aspects. This paper encompasses future directions for effectively using online microteaching in post-COVID-19 teacher education.
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