The Effects of Variations in Microteaching on Prospective Teachers’ Acquisition of Questioning Skills

Abstract

Several experiments were conducted to evaluate alternative methods for training preservice teachers in questioning skills. Some treatment groups received videotape and handbook instruction and regular microteaching practice with junior high school students. Two other groups received the same instruction and either peer microteaching or classroom observation experience. One group received instruction entirely through a traditional lecture-discussion method. Comparisons of pre- and post training videotapes of teach ing performance revealed that regular and peer microteaching produced the most consistent and substantial gains in use of questioning skills. The observation and lecture-discussion treatments were less effective.