<![CDATA[Preparing future science teachers to implement interdisciplinary learning has become an important goal in science teacher education. This study aimed to explore the development of STEAM teaching competencies among pre-service science teachers through microteaching experiences. A qualitative case study was conducted involving seven undergraduate students enrolled in a Microteaching course in the Science Education Program at Universitas Negeri Surabaya, Indonesia. Participants designed and implemented STEAM-oriented lessons on six science topics, including series and parallel electrical circuits, pressure, force and motion, heat and temperature, physical and chemical changes, and light refraction. Data were collected through lesson plan analysis, observation field notes, performance assessments, and reflective journals. The data were analyzed using thematic analysis focusing on STEAM integration, teaching competencies, and reflective practices. The findings showed that participants demonstrated relatively strong integration of Science and Technology across the six science topics, whereas Engineering and Arts were integrated less consistently. Microteaching experiences supported the development of teaching competencies, particularly in explaining scientific concepts, utilizing instructional media, and connecting learning to real-world contexts. Reflective journals further indicated increased teaching confidence, improved understanding of STEAM integration, and greater awareness of student-centered instruction. However, participants experienced challenges in incorporating engineering design activities and facilitating higher-order thinking discussions. The study suggests that microteaching provides a valuable platform for developing STEAM teaching competencies and preparing future science teachers for interdisciplinary science instruction.]]>
