Exploring Preservice Special Education Teachers’ Reflective Thinking Experiences in Micro-Teaching–Based Teaching Demonstrations

Purpose: This study aimed to qualitatively explore preservice special education teachers’ reflective thinking experiences during micro-teaching–based teaching demonstrations and to examine how these experiences were related to teaching efficacy and perceptions of professional competence. Method: micro-teaching activities, including simulated teaching, self-evaluation, peer evaluation, and instructor feedback, were implemented in a university course for secondary special education teachers. Participants were 11 preservice teachers enrolled in the course, and six who had teaching demonstration experience and voluntarily agreed to participate were selected for individual interviews. Data from reflective journals, peer feedback, and interview transcripts were analyzed using an inductive qualitative approach. Results: Four themes emerged: (a) enhancement of teaching efficacy through self-reflection, (b) experiences of mutual growth through expert and peer feedback, (c) strengthened recognition of practical instructional competence as special education teachers, and (d) recognition of the educational significance of digital tool use in the process of producing micro-teaching materials. Conclusion: The findings suggest that micro-teaching provides meaningful reflective experiences that support the development of preservice special education teachers’ practical professionalism and highlight the importance of reflective instructional training in teacher education programs.