microteaching
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- PaperELT Journal7 Jun 2026
Embodied learning in microteaching: from knowing to enacting
Joohoon Kang
A qualitative case study of English majors in Korea found that iterative microteaching with video-supported reflection shifts novices from procedural replication to context-responsive adaptation, develops intentional use of embodied strategies like gesture and stance, and facilitates teacher identity negotiation. The results indicate that microteaching can serve as a compact practicum bridging theoretical knowledge and classroom enactment.
Original abstract
This qualitative multiple case study investigates how microteaching supports the development of embodied pedagogical competence and teacher identity among English majors outside formal teacher education programmes in Korea. Although participants entered the course with theoretical knowledge, the first microteaching cycle revealed difficulties in task launch, interactional control, and classroom presence. Utilizing video-supported reflection and peer feedback, participants redesigned lessons in a second cycle. Findings show three shifts: participants moved from procedural replication to context-responsive adaptation; embodied strategies such as gesture and stance became more intentional; and identity evolved as learners negotiated new teacher roles. The study suggests that iterative microteaching can bridge the gap between knowing about teaching and enacting it, providing a compact practicum for English majors without school placements. Implications for designing reflective microteaching in ELT are discussed.