Microteaching for Developing Pedagogical Competence and Teaching Skills in Pre-Service Islamic Religious Education:  A Critical Integrative Review

Anam Fathoni; Mohamad Adlan Alfi; Abdullah Aziz Nurul Buldan

doi:10.59698/afeksi.v7i6.1111

Authors

Anam Fathoni Universitas Kiai Abdullah Faqih Gresik, Indonesia
Mohamad Adlan Alfi Universitas Kiai Abdullah Faqih Gresik, Indonesia
Abdullah Aziz Nurul Buldan Universitas Kiai Abdullah Faqih Gresik, Indonesia

DOI:

https://doi.org/10.59698/afeksi.v7i6.1111

Keywords:

Microteaching, Pedagogical Competence, Pre-Service Teachers, Islamic Religious Education, Feedback, Reflective Practice, TPACK

Abstract

Microteaching is widely used to help pre-service teachers convert pedagogical knowledge into observable teaching practice. Claims about its effectiveness, however, often combine performance scores, self-reports, and participants’ satisfaction without distinguishing what each form of evidence can establish. This critical integrative review examines how microteaching supports the pedagogical competence and teaching skills of pre-service Islamic Religious Education (Pendidikan Agama Islam [PAI]) teachers and identifies conditions required for credible implementation. Targeted searches of Crossref, Google Scholar, ERIC, open-access journal platforms, and publisher websites were conducted through September 14, 2026. Forty accessible journal articles were retained because they addressed microteaching design, teaching performance, pedagogical content knowledge, reflection, feedback, self-efficacy, technology integration, or Islamic teacher education. The evidence indicates that microteaching is most defensibly understood as an approximation of practice rather than a miniature substitute for school teaching. Repeated plan–teach–observe–feedback–reflect–reteach cycles can improve lesson organization, explanation, questioning, instructional variation, formative assessment, and professional noticing. Video-supported self-analysis and criteria-referenced peer and instructor feedback strengthen reflection, while technology can increase access and support technological pedagogical content knowledge. Nevertheless, evidence for durable transfer to authentic classrooms remains less consistent than evidence for immediate improvement within simulated settings. For PAI programs, effective microteaching should assess not only generic delivery skills but also the pedagogical transformation of Qur’an–Hadith, jurisprudential, ethical, and historical content; dialogical handling of religious questions; inclusive classroom interaction; and alignment among cognitive, affective, and behavioral learning goals. A programmatic model is proposed that combines sequenced rehearsals, validated analytic rubrics, trained feedback, video reflection, and subsequent school-based verification. The review offers a cautious evidence base and an implementable curriculum framework without attributing unsupported effect sizes to the literature.

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