Competencies Acquired through Geography Education Microteaching: A Case Study of a South African University

Competencies Acquired through Geography Education Microteaching: A Case Study of a South African University

Zenande Nonkula & Tembakazi Titi- Mbokodi

Issue: Vol. 6 No.14 Article 16 pp. 3629 – 3641
DOI: https://doi.org/10.38159/ehass.202561416 | Published online 29th December, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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ABSTRACT

Microteaching is a crucial component of teacher training, particularly in geography education, as it helps student teachers develop essential teaching competencies. This study explored competencies acquired by geography student teachers at a South African university through microteaching. Using a qualitative research approach, data was collected via structured reflections and questionnaires. The thematic analysis revealed six key competencies: teaching and pedagogical skills, communication skills, classroom management and confidence, technology integration, collaboration and interpersonal skills, critical thinking, and adaptability. These findings align with Kolb’s Experiential Learning Theory, highlighting the importance of hands-on teaching and practicals in professional development. It is recommended that more microteaching sessions be incorporated into teacher education programs, emphasizing ICT training and fostering peer feedback mechanisms to improve reflective practice. The study contributes to geography education literature by demonstrating the role of microteaching in enhancing practical teaching skills. It also underscores the need for ICT integration in geography education to equip future teachers with digital competencies in the current 4IR era. Further research is needed to explore the long-term impact of microteaching on teachers’ classroom effectiveness and student learning outcomes.

Keywords: Microteaching, Geography Education, student teachers, Pedagogical Skills, ICT Integration.

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ABOUT AUTHOR(S)

Zenande Nonkula is a Geography Education lecturer at Walter Sisulu University, Queenstown Campus, with a strong focus on Physical Geography, particularly Hydrology. She specialises in geography education, teacher professional development, and geohydrological perspectives that strengthen both theoretical and applied learning. Her recent work examines competencies developed through geography microteaching, with a growing interest in how hydrological concepts and water-related sustainability issues can be taught through learner-centred and digitally enhanced approaches. She also integrates digital tools to deepen geospatial and hydrological understanding within teacher training. She has a growing research footprint in higher education, contributes to academic mentoring, and is actively involved in advancing innovative, hydrology-informed teaching methodologies that promote sustainable development.

Tembakazi Titi-Mbokodi is a Geography Education lecturer at Walter Sisulu University, Mthatha Campus. Her research focuses on geography pedagogies, learner-centred instructional strategies, and curriculum responsiveness in diverse South African classrooms. She has contributed to research on microteaching, teacher competencies, and the integration of sustainable and inclusive approaches to teaching geography.

TO CITE ARTICLE

Nonkula, Zenande , and Tembakazi Titi- Mbokodi . “Competencies Acquired through Geography Education Microteaching: A Case Study of a South African University.” E-Journal of Humanities, Arts and Social Sciences 6, no. 14 (2025): 3629 – 3641, https://doi.org/10.38159/ehass.202561416