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Conclusion
We began our work with microteaches as a temporary solution to a problem
introduced by the pandemic. What we found, however, is the possibility that this
sometimes underutilized approach to developing teaching praxis can also be a valuable
way to foster the self-efficacy of preservice teachers. When the right supports are in place
and candidates engage in quality over quantity of microteaches, these supplements to
field experiences have the potential to influence mastery, vicarious experiences, verbal
persuasion, and physiological arousal in a positive way (Bandura, 1986; 1997). As we
look to the future, our team plans to continue examining the possible implications these
observations may have on the design of teacher preparation programs.

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34 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators