<![CDATA[This study was motivated by several challenges in microteaching implementation, including limited practice time, difficulties in classroom management, nervousness, and challenges in mastering teaching skills comprehensively. The study aimed to investigate eighth-semester English Education students’ perceptions of microteaching as preparation for teaching skills. A mixed-methods approach was employed in two stages. The quantitative phase involved a closed-ended questionnaire consisting of 15 statements administered to 83 students from the 2021 cohort. The qualitative phase involved semi-structured interviews with 10 participants to enrich and explain the quantitative findings. Quantitative results indicated highly positive perceptions of reinforcement skills (91.6%) and explanation skills (90.3%). However, lower perceptions were found in classroom management, with only 56.6% of students feeling capable, and in creative variation skills, with 60.3% reporting difficulties. Qualitative findings revealed that students were generally able to apply structured teaching techniques but experienced challenges in adapting to real classroom situations. A notable gap was identified between students’ awareness of the importance of questioning skills (96.3%) and their practical ability to implement them effectively (45.8% still experienced difficulties). The study concludes that microteaching provides a strong foundation for developing teaching skills but requires greater emphasis on practical adaptation and creativity to enhance overall teaching readiness.]]>
