The Authentic Teacher in the Age of Artificiality: Fostering Sustainable Teaching Effectiveness through Enhanced Microteaching Processes

In an era increasingly shaped by artificial intelligence and digital technologies, authentic teaching remains vital for fostering meaningful, human-centered learning experiences. This study investigated how enhanced microteaching processes that emphasize reflective practice, iterative feedback, and adaptive instructional strategies contribute to sustainable teaching effectiveness among pre-service teachers. Using a mixed-methods design, data were collected from 133 preservice science teachers across three Colleges of Education in Southwestern Nigeria. Quantitative results revealed significant improvements in reflective practice (pre-test M = 3.42, post-test M = 4.21) and teaching effectiveness (pre-test M = 3.56, post-test M = 4.28). Reflective practice was the strongest predictor of teaching effectiveness (β = .48, p < .001), followed by iterative feedback (β = .31, p < .01) and adaptive strategies (β = .22, p < .05), accounting for 69 percent of the variance. Qualitative findings corroborated these results, showing that participants developed stronger pedagogical authenticity, greater instructional confidence, and increased adaptability through repeated cycles of reflection and feedback. Grounded in constructivist and experiential learning theories, the study concludes that enhanced microteaching promotes continuous professional growth and sustains authentic pedagogy amid technological change.