In this theoretical paper, we explore the significance of microteaching in improving competency-based learning and teaching skills required by student teachers during their teaching practicum. Microteaching is an effective instructional technique that enables aspiring teachers to refine the skills expected of them during teaching practice. It is widely used in teacher training to help educators enhance their teaching abilities by focusing on the various minor tasks involved in teaching. Competency-based learning (CBL) is a teaching approach that emphasizes students' mastery of measurable outcomes, with student progress evaluated solely based on their demonstration of predefined competencies. The paper reviews existing literature on the benefits of microteaching, including its ability to promote reflective practice, enhance subject knowledge, and develop professional competencies. It also discusses the use of practice-based teacher education approaches, such as teaching rehearsals and repeated teaching, which can further enhance the effectiveness of microteaching. The paper focuses explicitly on Kolb’s experiential learning theory (ELT). One of the critical advantages of Kolb's ELT is that it provides a robust and globally recognized educational approach that requires students to apply their acquired knowledge through methods such as simulation. The findings suggest that student teachers proficiently demonstrate skills acquired through competency- based learning. Based on these findings, the study proposes that microteaching plays a pivotal role in fostering the competency-based learning of teaching skills.
Thabane et al. (Tue,) studied this question.