<![CDATA[Microteaching provides opportunities for pre-service teachers to practice and improve pedagogical performance. However, conventional microteaching often emphasizes teaching performance and lecturer assessment, with limited structure for using feedback and reflection to support subsequent improvement. This study developed and evaluated a microteaching guide integrating peer observation, structured peer feedback, guided self-reflection, improvement planning, and re-teaching. The study employed a research and development design based on the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. A limited implementation trial involved 30 pre-service teachers enrolled in a microteaching course. Data were collected through a student needs inventory, lecturer interviews, document analysis, expert validation, implementation observations, student and lecturer response questionnaires, and a 41-indicator basic teaching skills rubric. Content validity was examined using descriptive statistics and Aiken’s V, practicality through implementation and user responses, and developmental change through paired initial-practice and re-teaching scores. The guide demonstrated strong content validity (M = 3.64/4; 90.95%; mean Aiken’s V = 0.879). Implementation reached 80.21%, while student and lecturer responses were 79.80% and 84.67%, respectively. Basic teaching skills increased from M = 82.57 to M = 147.90, t(29) = 73.75, p < .001, with a mean improvement of 65.33 points and normalized gain of 0.80. Because the trial lacked a comparison condition, the observed within-participant developmental change should not be interpreted as evidence of an independent causal effect. Overall, the findings support the guide’s content validity and practical implementability in connecting feedback, reflection, improvement planning, and re-teaching.]]>
