RT info:eu-repo/semantics/article
T1 Peer microteaching as a pedagogical tool in Physical Education teacher education: systematic review
T2 La microenseñanza entre pares como herramienta pedagógica en la formación del
profesorado de Educación Física: revisión sistemática
A1 Hinojosa Torres, Claudio
A1 Hortigüela Alcalá, David
A1 Yáñez Sepúlveda, Rodrigo
A1 Escobar Jara, Natalia
A1 Galeano Rojas, Dilan
A1 Hurtado Guerrero, Macarena
A1 Rodríguez Canales, Carolina
K1 Peer microteaching
K1 Physical education teacher education
K1 Practice-based teacher education
K1 Pedagogical judgment
K1 Profesores de educación física
K1 Physical education teachers
AB Peer microteaching has become established as a key pedagogical tool in initial teachereducation, enabling prospective teachers to rehearse practices in controlled settings,receive targeted feedback, and engage in critical reflection on their performance. Inphysical education, its potential is particularly significant given the highly situational,practical, and relational nature of teaching in motor-learning contexts. This systematicreview aims to identify and analyze the uses, pedagogical approaches, and reportedeffects of peer microteaching in physical education teacher education programs. ThePRISMA guidelines were followed to identify studies published between 2000 and 2025in Scopus, Web of Science, ERIC, SPORTDiscus, and ProQuest. PICOS criteria wereapplied for search and selection. In total, 363 documents were retrieved, of which 17 metthe eligibility criteria. The methodological quality of the selected studies was appraisedusing the Mixed Methods Appraisal Tool (MMAT). The findings are organized into fourinterrelated dimensions: a) attitudes, self-efficacy, and professional confidence; b)instructional competences and pedagogical decision-making; c) pedagogical reflection,feedback, and practice-based learning; and d) curricular and contextual conditions ofphysical education teacher education. Overall, the evidence indicates that microteaching,when implemented through reflective and dialogic approaches, emerges as a promisingpedagogical mechanism for early professional development in physical education.However, current evidence relies largely on self-report measures and short-term designsand should be interpreted with caution.
PB Campus Educa Sportis
YR 2026
FD 2026-08
LK https://hdl.handle.net/10259/12081
UL https://hdl.handle.net/10259/12081
LA eng
DS Repositorio Institucional de la Universidad de Burgos
RD 12-sep-2026