THE EFFICIENCY OF SMALL-SCALE INSTRUCTION STRATEGIES IN INITIATIVES DESIGNED TO EDUCATE ENGLISH-SPEAKING TEACHERS

Authors

Keywords:

small-scale instruction, microteaching, English teacher education, digital pedagogy

Abstract

This study explores the pedagogical impact of small-scale instruction strategies, also known as microteaching, on the professional development of English-speaking educators. In response to the persistent theory-practice divide in teacher education, small-scale instruction offers a practical framework for skill-based learning through iterative teaching sessions, guided feedback, and reflective practices. This research investigates how microteaching enhances classroom performance, instructional confidence, and student-centered delivery. The study applies a qualitative, literature-based method and synthesizes findings from over 80 global and regional peer-reviewed sources. Key challenges identified include inadequate theoretical integration, insufficient instructional resources, limited digital infrastructure, and evaluation gaps. At the same time, the literature highlights the potential of video-based feedback, context-sensitive teaching simulations, and constructivist alignment to optimize learning outcomes. The findings advocate for a comprehensive, digitally supported, and culturally responsive microteaching framework, particularly suited for low-resource and linguistically diverse educational contexts. This paper contributes to teacher training discourse by offering scalable, evidence-based models adaptable to dynamic classroom environments.

Author Biography

Mohammad Abu Nayeem, Southeast University

Dr. Mohammad Abu Nayeem is the Director of the Center for Modern Languages and an Assistant Professor in the Department of English at Southeast University. He earned an MA in TESOL from North South University and later completed his PhD at Jadavpur University, India. With 17 years of teaching experience, he has taught students from diverse national and cultural backgrounds, including those from Afghanistan, Bhutan, Cambodia, China, India, Indonesia, Myanmar, Nepal, Pakistan, Sri Lanka, Syria, Timor-Leste, Vietnam, Yemen, Jordan, Saudi Arabia, and Egypt. Before joining SEU, he worked as an ESL teacher at the Asian University for Women, the University of Asia Pacific, BGMEA University, and SMP in Saudi Arabia. He has always been enthusiastic about teaching and research and has published over 15 national and international articles. His research interests include sociocultural approaches to second language acquisition, language policy and planning, English language testing and assessment, syllabus design, and cur.

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Published

2025-12-24

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Vol. 7 No. 2 (2025): CALL

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