Identifying Pedagogical Gaps and Reformulating Microteaching for 21st-Century Teacher Preparation

Abstract

The development of 21st-century education demands that prospective elementary school teachers possess pedagogical competencies that are not only technical but also encompass critical thinking, creativity, communication, and collaboration (4C) as the foundation for innovative learning in the digital era. However, various studies and microteaching practices in the field indicate that prospective teachers still experience difficulties in integrating these skills into learning planning and practice. This study aims to examine the urgency of improving the pedagogical competencies of prospective elementary school teachers through a microteaching methodology that emphasizes the development of 21st-century skills. The study used a cross-sectional survey design with a mixed methods approach and involved 173 participants consisting of teachers, students, and lecturers in the Greater Madiun area through purposive sampling. Data were collected through questionnaires, interviews, and observations, then analyzed using descriptive statistics and thematic analysis integrated through triangulation. The results showed that creativity, critical thinking, and pedagogical readiness were the aspects with the lowest category, while communication and collaboration competencies were relatively better but not yet consistently integrated into microteaching practices. Qualitative analysis revealed that microteaching guidelines at several universities still focus on administrative procedures and do not include 4C-based learning outcomes, causing students to tend to use conventional methods and practice less innovative strategies.