Educational leadership · 1972 · 20 citations · 2 references
EducationTeacher EducationTeachingInstruction In Higher EducationPedagogyStudent TeachingFeedback PracticesSmall-group LearningTeacher Evaluation Instruments
Microteaching is a scaled‑down teaching situation, typically a five‑ to twenty‑minute lesson with three to ten students, and the rapid growth of research makes it hard to keep track of what is known about its many variables. The article aims to summarize empirical studies on microteaching conducted since 1963 to inform educators who have or have not incorporated it into their programs. The authors report the findings of empirical studies without analyzing methodology, noting that the reduced scale eliminates teaching complexities so instructors can focus on specific skills.
the wealth of variables which compose the microteaching process and the speed with which research has been translated into practice, it becomes difficult to keep up with exactly what is known about microteaching. Although most of the material written about microteaching has been experiential, this article will report empirical studies that have been done on microteaching since its inception in 1963. We have not made any attempt to analyze the methodology, statisti cal treatments, or evaluation instruments and techniques, but are simply reporting the findings of the studies. We hope that edu cators who have or have not incorporated microteaching as part of their teacher edu cation program will find this summary both illuminating and useful. Microteaching is a teaching situation scaled down in terms of both time and num ber of students taught. This has usually meant a five- to twenty-minute lesson involv ing three to ten students. The reason for this reduction is to eliminate some of the com plexities of the teaching act, thereby allowing the teacher to focus on a selected teaching skill. When a trainee participates in the mi
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