Abstract
Blended learning is increasingly vital in transforming traditional classrooms into open and creative environments that integrate teaching and learning without being constrained by time and space. Several factors must be considered in a microteaching class, including interactions between teachers and students and the communication skills taught within this setting. The primary aim of this study is to examine microteaching practices concerning teacher qualification, based on prospective teachers' perceptions derived from their teaching reflections. This cross-sectional survey was conducted from May to July 2024, involving 136 college students from six English Study Programs across six universities in three Indonesian provinces within the BaliNusra regions. Data collection involved questionnaires and interviews, followed by both quantitative and qualitative analyses. The findings indicate that 136 respondents preferred offline methods over online for micro-teaching courses. Although prospective teachers are prepared to implement blended learning, this readiness is not fully supported by the stability of available facilities, which presents challenges. The effective implementation and success of blended learning in areas with inadequate ICT infrastructure remain significant obstacles. This study recommends that educators conducting micro-teaching courses consider the blended learning model as a viable alternative in today’s digital age.