The Short Version
The cited research suggests reflective supports and feedback cycles can help pre-service teachers reflect more effectively, but it does not clearly demonstrate that “micro-interventions” significantly improve reflective competence specifically among pre-service teachers in Kenya. The Kenya-relevant study appears to describe a broader structured reflective-practice approach rather than a defined micro-intervention, and the microteaching evidence is largely from other contexts. The strength term “significantly” is not clearly evidenced in the provided materials.