<![CDATA[Enhancing the professional competence of prospective teachers requires not only teaching practice but also the ability to analyze authentic problems and systematically engage in pedagogical reflection. The integration of the case method and pedagogical reflection helps prospective teachers connect theoretical knowledge with real world situations, making learning more contextual and meaningful. This study aims to analyze the effectiveness of reflective microteaching based on the case method in improving the professional competence of prospective teachers. A quantitative approach was employed using a quasi experimental design with a pretest-posttest control group design, involving 60 students, comprising 30 students in the experimental group and 30 students in the control group. Data were collected through professional competence tests, observation sheets, microteaching assessment rubrics, and student response questionnaires, and were analyzed using descriptive statistics, an independent-samples t-test, N-Gain analysis, and effect size calculation. The results showed that the experimental group achieved higher professional competence than the control group, with a significant difference (p = 0.001), moderate to high improvement (N-Gain = 0.68), and a large effect (Cohen’s d = 1.56). In conclusion, reflective microteaching based on the case method is effective in improving the professional competence of prospective teachers by systematically integrating problem analysis, teaching practice, and pedagogical reflection. The findings imply the need for teacher education to move beyond teaching skill mastery toward the systematic development of prospective teachers’ analytical, reflective, and pedagogical decision making abilities.]]>
