EFFECTS OF BLENDED MICROTEACHING ON TRAINEE MATHEMATICS TEACHERS’ CONFIDENCE AND COMPETENCE: A QUASI-EXPERIMENTAL STUDY

Forfattere

  • Philip K. Mwei Lecturer, Dr., Department of Curriculum, Instruction and Educational Media, Moi University, Kenya
  • Mary Kerich Senior Lecturer, Dr., Department of Curriculum, Instruction and Educational Media, Moi University, Kenya
  • Susan C. Kurgat Associate Professor, Dr., Department of Curriculum, Instruction and Educational Media, Moi University, Kenya

DOI:

https://doi.org/10.46827/ejes.v13i10.7059

Nøgleord:

blended microteaching, microteaching, teacher trainees, teaching skills, confidence

Resumé

This study responds to the constraints arising from large class sizes in higher education, particularly in teacher education programmes, where increased enrolment limits meaningful lecturer–student interaction. Recognizing these challenges, the study designed and implemented a blended microteaching approach to mitigate its effects on the development of instructional competencies. Traditional microteaching principles, such as focused skill practice, small-scale content, and immediate feedback, are difficult to sustain in overcrowded settings, necessitating adaptive strategies. The study reports quasi-experimental research conducted with 28 mathematics teacher trainees. The blended microteaching approach integrated multiple teaching skills, expanded lesson content, and incorporated delayed assessor feedback. A mixed-methods, one-group pretest–posttest quasi-experimental design was used. Data were collected through a structured questionnaire, alongside participants’ written comments on Zoom chat. Findings indicate that the approach improved trainees’ teaching confidence and enhanced five of seven instructional skills: lesson introduction, learner reinforcement, use of instructional materials, questioning techniques, and lesson closure. However, no significant improvement was observed in classroom management and language command. The study concludes that blended microteaching is a viable, adaptive strategy for addressing large-class constraints in teacher preparation and recommends further validation across diverse contexts.

Forfatterbiografier

  • Philip K. Mwei, Lecturer, Dr., Department of Curriculum, Instruction and Educational Media, Moi University, Kenya

    Dr. Philip K. Mwei has a PhD in Educational Communication and Technology, and he is a lecturer of Mathematics Education and Educational Technology at Moi University, Department of Curriculum, Instruction and Educational Media. He has taught and examined mathematics education courses at undergraduate and master’s levels. He has published in peer-reviewed journals with research interests on: Mathematical problem solving, ICT integration in education (esp. in curriculum and instruction), Language of Mathematics/Mathematical language, Teaching models and skills for effective.       

  • Mary Kerich, Senior Lecturer, Dr., Department of Curriculum, Instruction and Educational Media, Moi University, Kenya

    Dr. Mary Kerich is a Senior Lecturer in Educational Communication and Technology with extensive expertise and professional experience in pedagogy, curriculum development, learning design, educational technology, quality assurance, and competency-based education and training. Her work reflects a strong commitment to strengthening the quality, relevance, accessibility, and effectiveness of education through innovative pedagogical approaches, well-designed curricula, and technology-enhanced learning. She has extensive experience in teacher education, faculty development, curriculum design, online learning, and pedagogical leadership. Her professional practice combines academic scholarship with practical experience in supporting educators and institutions to respond effectively to emerging trends in education, particularly the increasing integration of technology and competency-based approaches into teaching and learning. A significant aspect of her professional development has been her involvement in Pedagogical Leadership in Africa, where she was trained and subsequently became a trainer in pedagogical leadership. Through this role, she has contributed to strengthening the pedagogical knowledge and leadership capacities of educators, supporting them to improve teaching practices, learner engagement, instructional planning, and the overall quality of learning experiences. Her experience as both a participant and trainer has provided her with a strong understanding of the importance of pedagogical leadership in promoting effective and transformative education systems.

  • Susan C. Kurgat, Associate Professor, Dr., Department of Curriculum, Instruction and Educational Media, Moi University, Kenya

    Prof. Susan Kurgat is an Associate Professor in the Department of Curriculum, Instruction and Educational Media, where her career has been anchored in the practice and scholarship of pedagogy. She holds a PhD in Educational Technology and brings to her work a rare depth of classroom experience, having taught Business Studies Methods for seventeen years and Open and Distance Education for a further three. Her research is rooted in pedagogy, with a strong and prolific publication record in economics and business studies education, examining how teachers are trained, supported, and equipped to deliver effective instruction. She has supervised numerous graduate students through to completion and regularly serves as an external examiner of theses, contributing to the quality assurance of postgraduate research in her field. Prof. Kurgat is an active member of ANIE and a frequent presenter at academic conferences. Beyond teaching and research, she has taken on significant administrative and leadership responsibility as Project Coordinator of the CERM-ESA Centre, and has a strong track record of successfully securing scholarships and research grants to support institutional and student development.

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Publiceret

2026-10-07

Nummer

Årg. 13 Nr. 10 (2026)

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