From simulated classrooms to real readiness: the effect of a microteaching course on the teaching readiness of pre-service Islamic education teachers

Abstract

Microteaching is widely recognized as an essential component of teacher education that bridges pedagogical theory and classroom practice. However, empirical evidence regarding its contribution to the teaching readiness of pre-service Islamic Education teachers remains limited. This study examined the effect of microteaching learning on the teaching readiness of sixth-semester pre-service Islamic Education teachers at Universitas Negeri Padang. A quantitative cross-sectional design was employed involving 58 respondents selected through simple random sampling from a population of 139 students. Data were collected using validated Likert-scale questionnaires measuring microteaching learning (14 items; Cronbach's α = .929) and teaching readiness (12 items; Cronbach's α = .874). Descriptive statistics, Pearson correlation, and simple linear regression were performed using SPSS 26. The results revealed that both microteaching learning and teaching readiness were at a good level. Microteaching learning showed a positive and statistically significant relationship with teaching readiness (r = .480, p < .001). Regression analysis indicated that microteaching significantly predicted teaching readiness (β = .480, t = 4.099, p < .001), explaining 23.1% of the variance (R² = .231). These findings demonstrate that microteaching contributes meaningfully to teaching readiness but represents only one dimension of a broader readiness framework. The remaining unexplained variance suggests that teaching readiness is influenced by additional factors, including mentoring, professional identity, teaching motivation, and authentic classroom experience. The study provides empirical evidence supporting the integration of microteaching with complementary teacher preparation strategies to strengthen pre-service teacher readiness.