<![CDATA[This study examined prospective science teachers’ teaching skills through peer assessment-based microteaching across two instructional cycles. It addressed the need to systematically develop pedagogical competence in science teacher education. A quantitative descriptive-comparative design involved 18 undergraduate students in a science education program. Teaching performance was assessed using a structured peer observation instrument based on eight basic teaching skills, rated on a 0-5 scale and analyzed through mean score comparison between cycles. The results showed consistent improvement, with the overall mean score increasing from 3,02 (adequate) in Cycle 1 to 4,29 (good) in Cycle 2. The greatest gains were found in explaining skills, classroom management, and teaching small groups and individuals, while questioning skills and guiding small-group discussions improved more moderately. These findings indicate that iterative microteaching practice, peer assessment, and lecturer feedback supported the improvement of teaching skills in prospective teachers. The results highlight the importance of integrating peer assessment with structured instructional support to strengthen observable and procedural teaching skills. However, more complex pedagogical skills still require additional scaffolding and extended practice. This study was limited by its small sample size and descriptive analysis, which may restrict the generalizability of the findings.]]>
