Microteaching Practicum as an Avenue for Student Teachers to Learn the Art of Improvising Instructional Materials

Abstract

The use of instructional materials is essential in enhancing the delivery of content and supporting student comprehension in educational settings. In contexts with limited resources, such as many developing regions, teachers must often rely on improvisation to create these materials using locally available resources. Microteaching, a pedagogical tool that allows student teachers to practice teaching on a smaller scale, plays a crucial role in fostering improvisation skills. Through the microteaching practicum, student teachers learn to develop innovative instructional materials, aligning with constructivist and experiential learning theories. This study systematically reviews how microteaching enhances creativity, student engagement, and the development of lifelong teaching skills, particularly in resource-constrained environments. The findings suggest that the iterative process of microteaching, including planning, teaching, critiquing, and refining lessons, supports the continuous improvement of pedagogical practices and resourcefulness in teaching. The study concludes by recommending that teacher education programs incorporate mandatory training on improvisation to prepare future educators for diverse classroom challenges.