This study aims to develop a reflective microteaching model in order to mold the character of professional educator as well as enhance the pedagogical competence of students. This development in the study design, the objects are intern students and advisor lecturers. Quantitative data were collected from questionnaires were analyzed using descriptive statistics. Meanwhile the qualitative data obtained through observation and focus group discussions. The findings showed that: (1) The setback is the microteaching implementation of learning management, competency development pattern, and the preparation of students. (2) Model Reflective Microteaching contribute in building the character of professional educators and improve the pedagogical competence of teachers through reflective thinking strategies based scientific problem solving. (3) The effectiveness of this model is calculated based on questionnaire responses apprentice who produce category score of 'excellent' (87.79). Responses supervisor for micro teaching is also categorized as 'very good' (86.88). According to the comprehensive observation of the apprentice, there are some improvements made on their character as professional teachers by students. It is therefore advisable to incorporate into the curriculum microteaching Elementary School Teacher Program as an individual subject.