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relied on field experiences in schools to maximize mastery experience and feedback
opportunities for PSTs. COVID-19 forced TPPs to establish new structures to create
meaningful opportunities to develop PSTs’ knowledge of and ability to implement
effective instructional practices and skills, ultimately contributing to the development
of self-efficacy. As TPPs look to the future, some of these innovations created out of
necessity may have a place in a post-COVID-19 world. The purpose of this article
is to explore the impact microteaches (MTs) have on PSTs’ development of self-
efficacy and to examine their potential as a supplement to TPPs. Dr. Paula Jakopovic
is Assistant Professor
Literature Review of Early Childhood and
Preservice Teacher Preparation and Field Experience Elementary Mathematics
at the University of
In the literature on teacher preparation and field experience, researchers agree Nebraska at Omaha. Her
that classroom field experience is a very important component of teacher preparation research interests include
(Cheng et al., 2012; McDonnough & Matkins, 2010). Specifically, field experiences teacher preparation,
give PSTs access to practice planning and implementing instruction (Cheng et al., instructional coaching,
2012). In addition to practice, constructive feedback is a necessary component of the STEM education, and
the recruitment and
field experience to foster PSTs’ development effectively (Cheng et.al., 2012; Darling- retention of mathematics
Hammond, 2014). Providing opportunities to reflect on practice with a mentor, peer, teachers. She serves as
or instructor can give the PST much needed insight into how instruction can be co-principal investigator
modified to improve student outcomes (Liakopoulou, 2012; Matsko et al., 2018; and senior personnel on
Tschannen-Moran & McMaster, 2009). PSTs who have opportunities to experience several National Science
field-based teaching and feedback while teaching in classrooms are better able to Foundation grants aimed
at the improvement of
sustain growth (Cheng et al., 2012; Darling-Hammond, 2014). mathematics teaching,
So, if field experiences are important, how can a TPP respond to changes in access both in K–12 education and
to authentic classroom environments during a global pandemic or other potential higher education. She is
disruptions to traditional structures? One suggested tool gaining momentum in also the current Associate
recent years is the implementation of a MT in conjunction with traditional classroom Editor of the Journal of
teaching opportunities. Mathematics Education
Leadership.

Microteaches as an Early Teaching Intervention paulajakopovic@
According to researchers, combining microteaching with classroom teaching unomaha.edu
experiences can be effective in developing teacher skill and teacher self-efficacy
(Fernandez & Robinson, 2006; Patel & Mohaasina, 2011). Microteaching experiences
are part of a larger trend to provide PSTs with more authentic opportunities to
enhance their knowledge and skillset. As a training technique, microteaching
employs simulated teaching situations for developing skills and a deeper knowledge
regarding the art of teaching. This technique aims to give PSTs confidence, support,
and feedback (Patel & Mohasina, 2011) prior to teaching in authentic classroom
environments. MTs allow for a larger number of PSTs to teach simultaneously while
receiving feedback from peers and instructors. This immediate feedback allows
PSTs to identify strengths and areas of growth in their performance and to correct
undesired behaviors, which can be a beneficial component in building PSTs’ self-
efficacy (Fernandez & Robinson, 2006).
Studies suggest PSTs perceive MTs as beneficial to their learning and as an
effective method (Benton-Kupper, 2001; Fernandez & Robinson, 2006) for helping
them conceptualize the realities of teaching. In their study, Oluwatoyin and Ademiluyi
(2022) found that MTs helped PSTs develop confidence and time-management
skills and offered them increased exposure to various teaching methods. These
controlled opportunities allowed PSTs to acquire and refine the necessary range of

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