Digital Microteaching as Cultural Practice: Reworking Storytelling Competence, Pedagogical Authority, and Moral Learning in Vietnam

Abstract

Digital microteaching has become a cultural arena where student teachers meet their own image, negotiate their bodies, and rehearse the moral expectations of the profession. This study examines how storytelling practice, once grounded in voice and presence, is reshaped when captured, replayed, and scrutinized through screens. Drawing on a mixed set of videos, reflective journals, group observations, and interviews, the analysis traces three distinct trajectories of becoming: rapid openings shaped by self-recognition, slow adjustments formed through embodied micro-motions, and protective stillness anchored in mor al anxiety. These movements reveal digital microteaching not as a technique but as a moral–embodied field where teacherly presence is continually reassembled. The findings recast storytelling competence as a form of ethical attunement cultivated through the subtle frictions between image, body, and vocation.