Competencies Acquired through Geography Education Microteaching: A Case Study of a South African University

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Microteaching is a crucial component of teacher training, particularly in geography education, as it helps student teachers develop essential teaching competencies. This study explored competencies acquired by geography student teachers at a South African university through microteaching. Using a qualitative research approach, data was collected via structured reflections and questionnaires. The thematic analysis revealed six key competencies: teaching and pedagogical skills, communication skills, classroom management and confidence, technology integration, collaboration and interpersonal skills, critical thinking, and adaptability. These findings align with Kolb’s Experiential Learning Theory, highlighting the importance of hands-on teaching and practicals in professional development. It is recommended that more microteaching sessions be incorporated into teacher education programs, emphasizing ICT training and fostering peer feedback mechanisms to improve reflective practice. The study contributes to geography education literature by demonstrating the role of microteaching in enhancing practical teaching skills. It also underscores the need for ICT integration in geography education to equip future teachers with digital competencies in the current 4IR era. Further research is needed to explore the long-term impact of microteaching on teachers’ classroom effectiveness and student learning outcomes.

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