Title

FROM THEORY TO PRACTICE: CHALLENGES ENCOUNTERED BY STUDENTS IN MICROTEACHING

Author(s)

SHARMAINE A. FERNANDEZ

JOY LYN C. MUTIA

Affiliation

MISAMIS UNIVERSITY

Degree Program

Bachelor of Elementary Education (BEED) - General

Contributor

CLARIN, ANALYN S. - Adviser

BALUYOS, GENELYN R. - Instructor

GENERALAO, WINLOVE JOBELLE - Panel

COCOLAN, JOEL V. - Panel

Year

2025

Abstract

Microteaching is a vital component in teacher education, yet many pre-service teachers struggle to apply theoretical knowledge in practical classroom strategies. This qualitative study explored the challenges encountered by Bachelor of Elementary Education (BEEd) students during microteaching at a teacher education institution in Misamis Occidental. Using Yin’s (2014) case study design, the researchers selected five BEED students, five parents, & five supervising teachers as participants through purposive sampling. Data were collected through interview and analyzed using HYPERESEARCH software. Findings revealed six themes emerged: Struggling in Translating Theoretical Knowledge to Practical Strategies, Experiencing Emotional Barriers in Delivering Instruction, Strengthening Instructional Preparedness through Active Planning and Rehearsing, Fostering Reflective Growth Through Feedback, Support, and Adaptation, Capacity-Building Through Practical Exposure and Guided Mentorship, and Structured and Supportive Learning Ecosystem. From these, an enhancement program was proposed to enhance the practical teaching skills of pre-service teachers and narrow the gap between theory and practice.

Keywords

Theory to practice gap, reflective practice in teacher education, microteaching challenges, case study approach