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platform to rehearse a lesson prior to delivering in front of young learners, and PSTs
accordingly attributed the MTs as having a positive impact on their performance in
the field. A PST noted,
The micro-teachings impacted my performance in field by preparing me. I
was able to practice teaching, kind of informally, before teaching ‘formally’
or with more at stake. These micro-teachings helped me to reflect on the way
I taught, and also gave me ideas to think about. (Student 23, Spring 2021)
Similarly, another PST shared, “The on-campus microteachings positively
impacted my field performance because I was able to practice a concept before
implementing into a lesson for field” (Student 8, Fall 2020). Observations by
participants about the opportunities to practice teaching before entering the traditional
classroom illustrate the value that intentionally structured teaching simulations can
have.
PSTs also expressed appreciating MTs as extra teaching practice due to an
interrupted year of learning due to COVID-19. PSTs believed that MTs served as an
opportunity that otherwise would have been unfilled due to these interrupted field
experiences. One PST said,
I loved the micro-teaching opportunities set up through the six-week field
experience time. These micro-teachings provided me with additional
classroom practice and experience. I appreciate that the…practicum professors
came up with these opportunities, as I feel my teaching experiences have
been cut tremendously already due to COVID-19. (Student 7, Fall 2020)
This participant’s reflection indicates the role that MTs can serve in filling potential
gaps in PSTs’ learning experiences as novice teachers. In our review of the data,
PSTs valued the MTs as Mastery Experiences
toward developing their self-efficacy because
they provided more practice, both as a chance
to rehearse planned lessons prior to teaching in [Preservice teachers] ... believed
classrooms and as extra teaching in interrupted peer feedback helped improve
field experiences during the pandemic.
their performance in the

Verbal Persuasion
Verbal Persuasion also reinforced PSTs’ classroom.
self-efficacy growth, and, in our data, was a key
contributing element of the MTs that led to these
gains. PSTs reported that MTs offered different
sources of verbal persuasion, including receiving peer and instructor feedback. They
also reflected on the structures and timeliness of feedback provided, shared ways
in which feedback informed their field experiences, and reflected on chances to
provide feedback to peers. The two most saturated Verbal Persuasion subcodes were
“receiving peer feedback” and “receiving instructor feedback,” which we coded 31
and 28 times, respectively.
PSTs valued peer feedback based on the element of relatability, One PST wrote,
I think the most important part of it to me was that the feedback came from
someone at my level who understands what I am trying to do. . . [T]o hear
it from a peer is helpful because I know they really get where I am coming
from when I write plans or teach as an education student. (Student 17, Spring
2021)

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