Published date: Aug 09 2024

Journal Title: KnE Social Sciences

Issue title: 6th Social and Humaniora Research Symposium (6th SoRes): Community & Youth Development

Pages: 424–432

DOI: 10.18502/kss.v9i22.16784

Dwi Agustinatina50@yahoo.co.idPekalongan University, Pekalongan, Indonesia

Sarlita Dewi MatraPekalongan University, Pekalongan, Indonesia

Inayatul UlyaPekalongan University, Pekalongan, Indonesia

Susanto .Pekalongan University, Pekalongan, Indonesia

Dwi Ario FajarPekalongan University, Pekalongan, Indonesia

Rizka HayatiPekalongan University, Pekalongan, Indonesia

M. Fajru SidqiPekalongan University, Pekalongan, Indonesia

Pradnya PermanasariPekalongan University, Pekalongan, Indonesia

Ida Ayu PanuntunPekalongan University, Pekalongan, Indonesia

Microteaching is an important subject taught in all teachers’ training and education faculty in Indonesian higher institutions. It is offered at the end of the course to equip the students majoring in teaching with teaching experiences. Microteaching is usually done in a face-to-face setting, where one student takes the role of a teacher while the others pretend to be students. With the outbreak of covid-19, however, microteaching practices had to be made online. This sudden shift subsequently posed various challenges to pre-service teachers since they were not fully prepared to teach online. This article reports the findings of a qualitative study on pre-service teachers’ challenges in teaching during and after covid-19 pandemic in Pekalongan University Indonesia. Taking the data from online microteaching class, the study reveals various challenges faced by pre-service teachers such as the difficulties in managing time, in managing the class, in interacting with the students, and in using the technological tools.

Keywords: teaching practices, challenges, covid-19 pandemic

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