Evaluation of Pedagogical Competence of Microteaching Student Teachers: An Exploratory Study
Keywords:
Pedagogical Competence, Microteaching, Discrepancy Model, StudentsAbstract
This study aims to evaluate the pedagogical competence of microteaching practicum students at Yogyakarta State University in 2025. Microteaching is viewed as a strategic pedagogical laboratory that equips prospective educators with teaching skills before they directly enter schools. This research employs a quantitative approach with proportional sampling, involving 169 sixth-semester students from the Accounting Education, Economics Education, and Office Administration Education study programs. Data were collected through questionnaires, observations, and interviews, then analyzed using descriptive statistics and the discrepancy model. The findings indicate that, overall, students’ pedagogical competence falls into the high category with an average score of 3.782 out of the 4.00 competency standard. Nevertheless, there is a gap of 0.218 points, with the largest discrepancy found in the aspect of learning outcome evaluation (0.237 points), indicating students’ weaknesses in developing authentic assessment instruments and providing consistent feedback. Conversely, the aspect of student development shows the smallest gap (0.198 points), reflecting relatively stronger abilities in guiding students’ academic and non-academic potential. In conclusion, microteaching plays an important role in enhancing students’ pedagogical competence; however, special reinforcement strategies are still needed, particularly in the aspect of learning outcome evaluation. Intensive training in assessment instrument development, habituation with authentic assessments, and strengthening feedback skills are recommended so that students’ pedagogical competence can fully meet the expected standards.
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