Grossman’s Practice-Based Teacher Education (PBTE) in Arabic Microteaching: A Framework for Pre-Service Teachers

Abstract

Preparing pre-service teachers to teach Arabic as a Foreign Language (TAFL) requires bridging theoretical pedagogy and adaptive classroom execution. This study evaluates an educational innovation using a Practice-Based Learning Lab in the Microteaching course for sixth-semester Arabic Language Education students at IAI Darul Fattah Lampung during the 2025/2026 academic year. Moving away from lecture-heavy instruction, the intervention immerses pre-service teachers in a four-stage cycle: core practice deconstruction, collaborative Modul Ajar design, peer-teaching simulations, and structured debriefings. Using a qualitative case study design, data triangulation was established through document analysis of 46 Modul Ajar drafts, structured classroom observations, and semi-structured interviews with eight focal students across high-, medium-, and low-performing cohorts. Findings reveal that while 89.1% initially lacked experience in full module development, 73.3% executed substantive post-simulation revisions to optimize pacing, scaffolding, and interactive media. Despite initial teaching anxiety reported by 69.6%, structured debriefings transformed performance fears into reflective growth, with 93.3% reporting elevated teaching confidence. This practice-based model represents an innovative paradigm shift in TAFL teacher education, effectively fostering pedagogical adaptability and professional readiness.