Microteaching Underutilization: A missed Opportunity for Optimizing the Merging of Theory to Practice

Well planned microteaching could be effective in cultivating a competent teacher who has a broad perception and critical thought about teaching and learning. Even though important, microteaching exercise is not compulsively given adequate emphasis as observed by the researcher at three teacher training Regional Campuses in Matabeleland Region all servicing teacher trainees in Bachelor of Education Early Childhood, Diploma in Education Primary and Post- graduate Diploma in Education in one University in Zimbabwe. Through inductive and deductive analysis of gathered published literature complemented by microteaching exercises observations made at three teacher training institutions, the study found out four major challenges which hamper effective microteaching practice: lack of dedication by student teachers and motivation by lecturers in conducting thorough microteaching exercises, inadequate time allocated by institutions for microteaching and limited application of education theories of teaching and learning by student teachers and deficits in revisiting observed challenges during microteaching exercise by all participants. Qualitative research methodologies, mainly the historical-pedagogical-philosophical constant comparison discussion of gathered literature through purposive and snowball selection were used to reach study findings. Reviewed theoretical literature revealed that most trainee teachers who undergo an extensive microteaching exercise are likely to display skilful and effective teaching practices. However, observations made by the researcher during microteaching exercises revealed that, in reality microteaching was underutilised, given limited time and resources, including its mark not contributing to the final teaching practice summative grade. The study concluded that even though underutilized microteaching remains a pivotal strategy for making student teachers appreciate the reciprocal importance between theory and practice. The study recommended unhurried microteaching planning and managemen