EXPLORATION OF THE PEDAGOGICAL CHALLENGES OF PROSPECTIVE BIOLOGY EDUCATOR STUDENTS IN THE MICROTEACHING COURSE

Microteaching is a teaching approach that allows aspiring educators or students to engage in teaching practice on a small scale. This study aims to explore the perceptions of students who have participated in microteaching sessions, specifically focusing on the pedagogical difficulties encountered by prospective biology teacher candidates during microteaching exercises. The research employs analytical study techniques based on real experiences, utilising a qualitative method with a descriptive approach to gather in-depth data through factual descriptions and direct interviews. Data collection methods involve observations and interviews with multiple participants. The findings reveal three main areas of challenges faced by students: knowledge, skills, and attitudes. In terms of knowledge, difficulties include limited proficiency in English as the medium of instruction, challenges in lesson planning, and the inability to explain biological concepts effectively. For skills, participants struggle with classroom management, maintaining time discipline, engaging students actively, providing consistent instruction, and responding to unexpected questions. Regarding attitudes, many students report low self-confidence and anxiety when being the centre of attention. These challenges highlight the need for targeted interventions to enhance the competencies of prospective biology teachers during microteaching exercises.