Promoting Student Teachers’ Engagement and Fostering Belonging Through Cooperative Learning in Peer Microteaching

Drawing on Social Learning Theory and the Universal Design for Learning Framework, this study explores the potential of cooperative learning in peer microteaching to enhance student engagement and foster belonging among student teachers. Microteaching is a teacher training technique that involves practicing specific teaching skills in short, focused sessions, allowing students to receive feedback to improve their practice. One hundred and five first-year students who had participated in peer microteaching at a teacher education institution in Ireland completed an online questionnaire evaluating their experiences. The questionnaire included both open- and closed-ended questions. Key findings indicate that cooperative learning in peer microteaching has the potential to enhance engagement and foster a sense of belonging among students. Quantitative results showed high student engagement in microteaching classes and motivation to participate. The qualitative analysis revealed overall student satisfaction, the development of a supportive learning environment, and a strong sense of belonging. However, students also identified challenges such as difficulties balancing constructive feedback with peer support and time constraints. While the findings support the use of cooperative learning as a pedagogical approach in tertiary education, careful planning and preparation are necessary to implement such approaches effectively.