Downloads & Free Reading Options - Results

The development of the dynamic skills approach at the University of Chicago as contrasted with the component skills approach to Stanford has shifted microteaching out of the "practical problems" arena and into a more central position between theory and practice. The Stanford model included three stages: general orientation, viewing of skill films, and the teach-supervision-reteach microteaching cycle itself. Often there had been no significant improvement between teach and reteach. After re-analysis and the decision that the basic weakness stemmed from the lessons used by the teachers not being sufficiently thought out, five stages were added between the initial orientation phase and the culminating experience of actual microteaching: 1) The Practicum--designed to show how a good lesson established expectations for student response and that the teacher could expect specific types of response if the questions were clear, the decision logically consistent, and the task generally applicable to something in the child's own experience; 2) Peer Group Microteaching--opportunity to test one of several lessons against peers and under peer supervision; 3) Seminar in Supervision of Microteaching--to train students to supervise their fellow teaching candidates; 4) Skills Session in Microteaching--a seminar on the nature of skills as dynamics of the lesson; 5) Pre-Teach Supervisor-Supervisee Conference--about the lesson to be taught. (A model lesson to demonstrate lesson design is appended.) (JS)

The subject of both papers is microteaching. The purpose of the first study was to assess the effects of focusing on general technical skills versus interpersonal relationship skills in conjunction with microteaching. A total of three training procedures were used: (1) directive lecture (DL), (2) non-directive lecture (NDL), and (3) microteaching treatment (MT). At the end of the experiment, all students participated in one microteaching session to have their teaching skills assessed. Results showed greater teaching skills but less favorable attitudes toward it than students who did not participate. The second study examined the effects on teacher performance and attitudes of several manipulations of the conditions under which the microteaching supervisor provides feedback. Each student was placed in a group. Each taught a short lesson, was critiqued by his supervisor, and taught the lesson again. Various methods of supervision were used, depending on the group. The treatment resulting in the greatest amount of change was the audiotape treatment. (author/KJ)

microteaching bu nicole

This is the second of a series of three bulletins dealing with "Supervisory Strategies in Clinical Experiences." The first of the two papers, "Microteaching: History and Present Status," by James M. Cooper and Dwight W. Allen, begins with a definition of microteaching as a teaching situation which is scaled down in terms of time and numbers of students, but which is not synonymous with simulated teaching, as the teacher, students, and lesson are all "real." The history of microteaching from its development in 1963 is outlined, followed by an explanation of the rationale, the uses of microteaching in preservice and inservice training in the Peace Corps, counseling, supervisor training, and the training of college teachers. Research evidence on the effectiveness of microteaching is examined and the teaching skills involved are listed. There is a bibliography of 58 items. The second paper, "Microteaching in Teacher Education Programs," by Robert F. Schuck, considers three programs: 1) the original Stanford Teacher Education Project, which developed nine specific technical skills in secondary education; 2) the Brigham Young University Program, which forms part of the preservice curriculum; and 3) the San Jose State College Study of that institution's program for elementary intern teachers. A brief concluding section suggests that microteaching holds promise as a research strategy for investigators interested in patterns of instruction. (MBM)

A study was conducted with social studies teacher trainees in a southern university to determine if videotaped microteaching produced changes in their self-concepts. The problem under investigation was whether or not student teachers would develop a positive self-image as a result of their videotaped microteaching experiences. Sixty subjects were randomly assigned to (1) a fully experimental group, (2) a control group, or (3) an experimental group receiving no pretest. The fully experimental group and the control group completed the pretest prior to the videotaped microteaching in which the two experimental groups participated. Following the experimental treatment all three groups took the first posttest. A second posttest was administered upon completion of the student teaching experience. The instrument employed for all tests was the Tennessee Self-Concept Scale, a multivariable instrument that yields phenomenological and empirically derived scores of attitudes toward self. Results showed significant improvement on self-criticism scores. This indicated that the videotaped microteaching did change student teachers' self-concept by increasing willingness for self-criticism and for acceptance of criticism by others. Data tables and suggestions for further research are included. (Author/AV)

A study was conducted with social studies teacher trainees in a southern university to determine if videotaped microteaching produced changes in their self-concepts. The problem under investigation was whether or not student teachers would develop a positive self-image as a result of their videotaped microteaching experiences. Sixty subjects were randomly assigned to (1) a fully experimental group, (2) a control group, or (3) an experimental group receiving no pretest. The fully experimental group and the control group completed the pretest prior to the videotaped microteaching in which the two experimental groups participated. Following the experimental treatment all three groups took the first posttest. A second posttest was administered upon completion of the student teaching experience. The instrument employed for all tests was the Tennessee Self-Concept Scale, a multivariable instrument that yields phenomenological and empirically derived scores of attitudes toward self. Results showed significant improvement on self-criticism scores. This indicated that the videotaped microteaching did change student teachers' self-concept by increasing willingness for self-criticism and for acceptance of criticism by others. Data tables and suggestions for further research are included. (Author/AV)

A study was conducted with social studies teacher trainees in a southern university to determine if videotaped microteaching produced changes in their self-concepts. The problem under investigation was whether or not student teachers would develop a positive self-image as a result of their videotaped microteaching experiences. Sixty subjects were randomly assigned to (1) a fully experimental group, (2) a control group, or (3) an experimental group receiving no pretest. The fully experimental group and the control group completed the pretest prior to the videotaped microteaching in which the two experimental groups participated. Following the experimental treatment all three groups took the first posttest. A second posttest was administered upon completion of the student teaching experience. The instrument employed for all tests was the Tennessee Self-Concept Scale, a multivariable instrument that yields phenomenological and empirically derived scores of attitudes toward self. Results showed significant improvement on self-criticism scores. This indicated that the videotaped microteaching did change student teachers' self-concept by increasing willingness for self-criticism and for acceptance of criticism by others. Data tables and suggestions for further research are included. (Author/AV)

Microteaching is a teacher education technique whose contributions to pre-service teacher education are significant. Through this technique, pre-service teachers can find an opportunity to transform their subject matter knowledge and pedagogical content knowledge into practice. They see and improve their weaknesses of teaching skills such as lesson planning, organization of group work, classroom management, etc. The aim of this study was to investigate the effectiveness of microteaching in mathematics of primary pre-service teachers by using a quantitative approach. The research group involved 131 third grade pre-service teachers from the department of primary school education. In their course entitled "mathematics teaching II", the pre-service teachers lectured mathematics by using microteaching method for only once in a period of 40 minutes. To collect data, a 5-point Likert-type microteaching evaluation form was administered to the pre-service teachers. The exploratory factor analysis was performed. We found seven factors which explain the pre-service teachers' effectiveness in microteaching. The main results of the study indicate that the pre-service teachers had some problems in assessment, organization of group studies, and incorporating students' interest into teaching.

The purpose of this single-subject case study was to document the experiences of a teacher trainee during a 12-week microteaching process in the Distance English Language Teacher Training program (DELT). The student teacher subject responded to questionnaires, submitted online dialogue journals, and answered open-ended questions before and after the practicum. An online interview was also conducted at the end of the practicum process. The analyses of the data suggested that distance EFL teacher trainees experienced a certain degree of foreign language teaching anxiety. It was also found that the microteaching practice in the program was useful for teacher candidates despite some problems. Assessment and evaluation via the e-portfolio system, on the other hand, was a satisfying system from the student teacher's eyes. The analyses yielded to a brief explanation of the challenges and concerns of teacher trainees in distance context. Implications for the present and future distance teacher training programs chiefly focus on more guidance and support for the student teachers. The role of mentors are also vital for more fruitful teaching practice opportunities for the teacher candidates. [The volume number (13) shown on the PDF is incorrect.]

This paper uses Renato Rosaldo's metaphor of a "cultural borderland" to analyze the nature of the "bridge" formed in a case study of school-college partnerships. It examines how collaborative teacher preparation programs can bridge the two worlds of theoretical, normatively based canons of practice and inductively derived maxims of reflective practice in the daily action of teaching. Data were collected in a course for prospective teachers in their junior year, as they taught and retaught three sets of microlessons and received help from instructors. The pre-lesson and post-lesson assistance sessions were led by: (1) a full professor who represented the ideal type of applied science, and (2) a teacher on leave from a public school, brought to the university as a clinical teacher, who represented the ideal type of reflective practice. For the reflective practitioners, microteaching was an activity of labor in which moments of "real teaching" were valued for their productivity in the form of students' learning. For the applied scientists, microteaching was an instance of "school learning" in the "real world" of the university in which artificial, simulated teaching enabled the practice of selected teaching skills. The participants' implicit philosophies of teaching practice had implications for collaborative partnerships. (Contains 19 references.) (JDD)

This article calls for renewed emphasis on the use of on-campus microteaching to facilitate simultaneously preservice teachers' performance of effective teaching skills and their capability to reflect meaningfully on their emergent teaching actions. In making a case for greater focus on the implementation of microteaching in preservice teacher preparation, the authors: (a) acknowledged the pioneering role of field-based experiences as the context for the studies that identified different types and levels of teacher reflection, (b) pointed out the limitations of field-based experiences for inculcating reflective teaching practices in neophytes, (c) described the characteristics of on-campus microteaching as a powerful tool for helping preservice teachers develop the skills of effective and reflective teaching, and (d) delineated the unique elements of promising practices of using on-campus microteaching to promote effective and reflective teaching.

The immediate purpose of the 1973 tri-state (Illinois, Indiana, Wisconsin) Adult Basic Education workshop, a Teachers of English to Speakers of Other Languages project, at the University of Wisconsin-Milwaukee (four and one-half days) was the training or retraining of teachers in English as a second dialect or English as a foreign language to adults with an educational equivalency of eighth grade or less. The workshops involved 35 participants in a program sensitizing them to the linguistic factors as well as the social conditions which make up their teaching environments. Microteaching sessions formed the core of the workshop. Also offered were lecture-discussion sessions and seminars. The workshop program applied the national program's seminars in applied linguistics, history, and culture to a regional level. Evaluation indicated the workshop to be a successful and satisfying experience. Future modifications seemed to be directed toward creating a more practical cultural workshop, Approximately one-third of the document consists of appendixes. (EA)

VARIOUS RESEARCH ON MICROTEACHING IS BRIEFLY REVIEWED. THE METHOD DEVELOPED AT STANFORD CONSISTS OF THE PRESENTATION OF 5-10 MINUTE VIDEOTAPED LESSON SEGMENTS TO GROUPS OF 4 TO 6 PUPILS. THESE LESSONS WERE EVALUATED BY THE SUPERVISOR AND THE PUPILS AND THEN DISCUSSED BY THE INTERN AND THE SUPERVISOR DURING THE PLAYBACK. THE LESSON WAS IMMEDIATELY RETAUGHT WITH A COMPARABLE GROUP OF PUPILS. A CRITICAL ANALYSIS FOLLOWED THIS VIDEOTAPING, USING THE SAME PROCEDURES. NO SIGNIFICANT DIFFERENCES IN JUDGED TEACHER COMPETENCE WERE FOUND BETWEEN RANDOMLY SELECTED INTERN TEACHERS WITH SUMMER STUDENT TEACHING EXPERIENCE AND THOSE WITH MICROTEACHING AT STANFORD. SEVERAL TEACHING SKILLS HAVE COME FROM THE MICROTEACHING PROJECT (1) ESTABLISHING SET, (2) ESTABLISHING APPROPRIATE FRAMES OF REFERENCE, AND (3) ACHIEVING CLOSURE. ANOTHER STUDY TESTED THE EFFECTS OF SELF-FEEDBACK AND REINFORCEMENT ON THE ACQUISITION OF A TEACHING SKILL AND FOUND THAT SELF-FEEDBACK WAS RELATIVELY INEFFECTIVE AS COMPARED WITH THE POINTING OUT OF SALIENT CUES IN TEACHING TO WHICH REINFORCEMENT SHOULD BE ATTACHED, COMBINED WITH THE SUPERVISOR'S POSITIVE REINFORCEMENT DURING THE PLAYBACKS. A FINAL STUDY DEMONSTRATED THAT SHOWING A STUDENT WHAT TO DO WAS MORE EFFECTIVE THAN TELLING HIM. THIS PAPER WAS PRESENTED AT CONFERENCE ON "INSTRUCTIONAL METHODS AND TEACHER BEHAVIOR" (BERKELEY, NOV. 21-22, 1966). (LC)

Secondary teacher education programs were surveyed in order to determine: (1) How widespread is the use of microteaching? (2) Where is microteaching found within the programs? (3) How are selected operational features of microteaching used? (4) With what frequency are selected operational features used? It was found that the number of secondary education programs using microteaching has increased. Microteaching is used most often in general methods courses and subject methods courses. The majority of the institutions use videotape recordings in microlessons and the three most frequently used teaching skills are "fluency in asking questions,""providing reinforcement," and "using praise." (JD)

Secondary teacher education programs were surveyed in order to determine: (1) How widespread is the use of microteaching? (2) Where is microteaching found within the programs? (3) How are selected operational features of microteaching used? (4) With what frequency are selected operational features used? It was found that the number of secondary education programs using microteaching has increased. Microteaching is used most often in general methods courses and subject methods courses. The majority of the institutions use videotape recordings in microlessons and the three most frequently used teaching skills are "fluency in asking questions,""providing reinforcement," and "using praise." (JD)

Secondary teacher education programs were surveyed in order to determine: (1) How widespread is the use of microteaching? (2) Where is microteaching found within the programs? (3) How are selected operational features of microteaching used? (4) With what frequency are selected operational features used? It was found that the number of secondary education programs using microteaching has increased. Microteaching is used most often in general methods courses and subject methods courses. The majority of the institutions use videotape recordings in microlessons and the three most frequently used teaching skills are "fluency in asking questions,""providing reinforcement," and "using praise." (JD)

Self-concepts of teachers and student teachers have been found to predict certain specific teaching behaviors. This study explored these possible relationships in the microteaching setting. Self-Report Inventory and OScAR measures were obtained on 51 students, all secondary teacher candidates. Correctional and ANOVA procedures yielded only a few significant results. The inadequacy of self-concept measures to relate significantly to microteaching performance is clearly revealed. Explanations of these findings are set in the context of both self-concept theory and teacher education program development and research. Tables are presented as appendixes. (Authors)

Self-concepts of teachers and student teachers have been found to predict certain specific teaching behaviors. This study explored these possible relationships in the microteaching setting. Self-Report Inventory and OScAR measures were obtained on 51 students, all secondary teacher candidates. Correctional and ANOVA procedures yielded only a few significant results. The inadequacy of self-concept measures to relate significantly to microteaching performance is clearly revealed. Explanations of these findings are set in the context of both self-concept theory and teacher education program development and research. Tables are presented as appendixes. (Authors)

Teaching practice and Micro teaching

In an attempt to devise protocols for the microteaching of university teachers, an experiment was undertaken using 15 subjects in four training sessions. Attitudes of lecturers to training were used as the dependent variable. Independent variables were the feedback medium (CCTV and audio) and the type of feedback (low and high structure). The feedback type relates to systematic observation to describe and analyse lecturing. This high structure technique was used in opposition to the normal microteaching supervisor low structure practice of non-directive sessions. Due to the smallness of the factorial cell size, no statistical treatment of the data was possible; however, available data suggest no observable difference between treatments. (Author/DAG)

Discussed is a research project designed to measure the relative effects of audiotape versus videotape feedback in a microteaching situation. Teachers were randomly assigned to one of three groups; audiotape feedback, videotape feedback, control. The teachers in the two feedback groups participated in an instructional sequence on microteaching procedures which involved about 13 hours of instruction in a four-week period. Teachers were asked to conduct tutoring sessions before and after the training sequence. Videotapes of these sessions were rated for the teacher's use of diagnostic questions, demonstration techniques, evaluation examples, practice phases, and verbal praise. The results indicate that videotape and audiotape feedback are generally equally effective in producing gains in these tutoring skills. (CT)

Numerous studies have been conducted on the effectiveness of video as an effective means of reflective practice in pre-service Teacher Education. However, only few studies have explored preservice teachers' own perceptions in this regard in the field of ELT and none of these was related to primary level. To address this gap, multiple forms of qualitative data were triangulated. Participants were found to consider the use of video combined with guided reflection and peer dialogue to have a great potential in helping them form links between theory and practice and bring a heightened awareness of their teaching practices, especially in the areas of classroom language, error correction and student-centred activities. The study calls for more research which provides clear evidence of any changes in student teachers' teaching practices over a period of time and of possible factors which may hinder such changes.

As one phase of a research program on teacher effectiveness, five studies were completed which sought procedures for aiding teachers in the acquisition and expression of hypothetico-deductive verbal structuring through microteaching. Hypothetico-deductive verbal behaviors have been found to be related to desirable pupil outcomes. The evidence collected in these studies suggests that hypothetico-deductive structuring can be measured using multi-dimensional observation instruments; is enhanced by reinforcement of models of the behavior; is not dependent on subject content areas, and can be used by any teacher; and results in more student talk. The research completed thus far will enable the investigators to design empirical studies which test the relative efficacy of alternative training methods and the influence of manipulating teacher utilization of hypothetico-deductive structuring moves on student outcome measures. (Author/HMD)

Minicourse 1, a short microteaching program designed to change 12 specific classroom behaviors involved in conducting a discussion lesson, relies heavily on filmed illustrations by model teachers and provides feedback through carefully structured teacher self-evaluation of televised lesson replays. A study was designed (1) to estimate the degree to which practice in the microteaching format and feedback from the video tape replay influenced learning in the minicourse model and (2) to determine the effectiveness of the minicourse as a technique for changing the behavior of student teachers. Five groups of 15 to 17 student teachers from three teacher training institutions were subjects of the study. No variables appeared to influence their assignment to groups: three groups completed the entire minicourse, one was given all but the video tape recordings and replay, and one did no microteaching and received no feedback. Behavior change was measured by trained raters who scored coded 16-minute pre- and postcourse video tapes of each student teaching his entire class. The three research hypotheses were tested using a one-tailed t-test; all three were supported. In general, the groups that completed the entire minicourse made more and larger changes in behavior than the others; and several significant changes occurred in the methods of conducting discussion lessons. (SP 001 962 is a related document.) (JS)

Microteaching was developed in 1963 at Stanford University and was used initially for the training of secondary school teachers. It is controlled practice of specific teaching behavior; therefore, the role of the supervisor is important. Microteaching has the following advantages: faculty have to get together to agree on common purposes in its use; it becomes feasible to follow trainee performance closely; the program is individualized and not bound by any particular course structure; evidence of suitability for teaching is obtained; it is a useful resource tool; it simplifies the complex teaching process in the trainees' first contact with the tasks involved; it is efficient in terms of staff time, use of real pupils, their classrooms, and training facilities. "Minicourse," an adaptation of microteaching, differs from it in four ways: it is primarily an in-service, not a pre-service, model; it is a self-contained package that can be used wherever videotaping is available; trainees are self-evaluated by a structured critique, not a supervisor; films and tapes of model lessons serve as the basis for evaluation. An extensive bibliography is appended which includes applications of microteaching to subject matter and skills involved. (JK)

A total of 60 students in teacher training enrolled in a Principles of Teaching Methods course participated in this study. The course consisted of four-hour weekly sessions, in which the students attended two-hour lecture sessions and taught eight to ten micro-lessons. In the microteaching laboratory, the student-teachers were arranged into groups of six to eight students. All lessons were videotaped; and immediately following the lesson, the student, supervisor and peers viewed the tape. The tapes were critically discussed, and alternative courses of action were outlined for the next lesson. The computer analysis of the data provided a diagnostic card for each student and served as a basis for laboratory supervision. Results are given. Since all the students achieved similar levels of performance towards the end of the treatment, it is concluded that the treatment is effective for student-teachers with low-entry behavior as well as for those who begin the training program with some teaching experience. (CK)

This study was designed to investigate the relationship between wait-time and two classroom interaction variables: cognitive level of teacher questions and length of student response. The interval of time between a teacher question and the next verbal response by teacher or student (wait-time) was measured using an electrocardiograph with calibrated paper connected to an audiotape recorder. Students taught to categorize and graph their own questioning behavior increased the rate at which they asked high-level questions. The wait-time for experimental subjects increased and was directly related to the length of student response. Control subjects did not show these changes. (Author)

A survey of 442 colleges and universities accredited by the National Council for Accreditation of Teacher Education was made to determine how many used microteaching as a training technique in their secondary teacher education programs. One hundred seventy-six indicated that they used microteaching, and 141 of these answered a comprehensive questionnaire. Of the latter group, 72 percent used microteaching in the general methods course, 43 percent in the subject methods course, and 18 percent in student teaching. Seventy-three percent had used microteaching 2 years or less at the time of the survey in 1968-69. About two-thirds of the microteaching programs involved a relatively small number of students (150 or less), and most of the programs used "peer" students in the microclass. There appeared to be a general lack of knowledge about the technical skills of teaching as defined at Stanford; less than a third of the institutions had rationale or had videotaped or filmed models of any of the technical skills. Many respondents who had used microteaching observed an improvement in attitude toward education and in teaching ability both in themselves and in their students. Fifty-four institutions reported contributing directly to the use of microteaching in the inservice education of the state in which they are located. (Author/RT)

Microteaching is a didactic tool of recent application to undergraduate and postgraduate students as a way to promote self-learning. In this work we compared the perceptions of the students who provide instruction in tissue engineering using microteaching and the perceptions of the same students when they receive such instructions. Two similar questionnaires with items related to the preparation and exposition of a microlesson were used to investigate the perception of 56 students before and after the microteaching session. In our results, students significantly prefer to use specific objectives, textbooks and Internet information when they are preparing a microlesson as compared to the situation when they receive it. On the other hand, the use of a pre-programmed index during the exposition and the reduction of the use of slides are significantly more preferred by the students after receiving the microlesson. No statistical differences were found for the rest of the options analyzed. These results show that the self-assessment generated in the microteaching session, which is linked to the feedback related to the self-learning process, makes microteaching a technique not only useful for self-learning but also an important tool to promote self-regulation across the curriculum.

Microteaching is a didactic tool of recent application to undergraduate and postgraduate students as a way to promote self-learning. In this work we compared the perceptions of the students who provide instruction in tissue engineering using microteaching and the perceptions of the same students when they receive such instructions. Two similar questionnaires with items related to the preparation and exposition of a microlesson were used to investigate the perception of 56 students before and after the microteaching session. In our results, students significantly prefer to use specific objectives, textbooks and Internet information when they are preparing a microlesson as compared to the situation when they receive it. On the other hand, the use of a pre-programmed index during the exposition and the reduction of the use of slides are significantly more preferred by the students after receiving the microlesson. No statistical differences were found for the rest of the options analyzed. These results show that the self-assessment generated in the microteaching session, which is linked to the feedback related to the self-learning process, makes microteaching a technique not only useful for self-learning but also an important tool to promote self-regulation across the curriculum.

In situations where it is not possible for trainees to practice teaching in local schools, teaching short lessons to their peers--called microteaching--can provide beneficial experience and feedback to teachers-in-training. The article includes guidelines for presenters, observers, and teacher trainers as well as a sample practicum class schedule and microteaching lesson. Students experience microteaching both in small groups and with the whole class.

To gauge the effect of different microteaching variables on the effectiveness of microteaching, three treatment conditions were set up. In the oral group, oral evaluation by the supervisor was not available to the subjects (student teachers). In the video group, video recording or playback was not available. In the peer group, ninth-grade students, rather than fellow student teachers, were used as the "micro-class." Three regular microteaching groups served as controls for each treatment condition. Two evaluation forms, the Verbal Interaction Categories System and the Video Teaching Evaluation Form, were used to evaluate the performance of each student teacher in subsequent microteaching sessions. Results showed that only one variable, use of ninth-grade subjects rather than peers, significantly affected performance in subsequent sessions. In this condition, subjects were fairly uncomfortable with the task of teaching younger students and did not allow for student interaction during the microteaching sessions. Lack of oral or video feedback did not affect subsequent microteaching attempts. (JK)

Microteaching as developed at Stanford University has received much attention from educators, but the model has not been adapted in many institutions due to the cost and time involved. To help professionals evaluatemicroteaching at their institutions, this paper looks at the rationale and effectiveness of the full model as developed at Stanford and at its adaptions. An attempt is made to determine optimal models for specific instructional needs. (Author)

This study was to determine the effects of audio (AT) and video tape (VT) feedback on both verbal and psychomotor skills when all other aspects of the Stanford microteaching model were controlled. Two experiments were involved, both consisting of two microteaching cycles--one for a verbal skill and the other for psychomotor skill. Subjects were 80 beginning educational psychology students enrolled in a large midwestern university. Forty-eight students participated in the first experiment. Subjects were divided into groups of from three to five members according to their teaching fields. Each group was randomly assigned to one of two experimental treatments. Treatment one (AT) involved feedback in the form of student rating sheets, self-evaluation, and supervisor criticism based on the playback of audio tape. Treatment two (VT) involved the same feedback except the playback of audio-video tape was substituted for audio tape. Thirty-two students, participating in the second experiment, were randomly assigned to groups and to either AT or VT treatment. The first experiment emphasized evoking student-initiated questions and variation of the stimulus situation by the teacher. The second experiment emphasized silence and non-verbal cues and questioning techniques. Questionnaires, interviews with supervisors, and student evaluation of teachers provided data for analysis. Results indicated, in general no difference in the effectiveness of audio and audio-video tape as forms of feedback for both verbal and psychomotor skills. An 11-item bibliography and tables are included. (MJM)

This bibliography of print and nonprint materials on microteaching is designed to be useful to anyone in the field of education who is interested in (1) finding out about microteaching and its researchers; (2) examining many microteaching formats; (3) noting results of experimental studies on the subject, or (4) setting up a microteaching laboratory. References include available books, articles, ERIC documents, papers, theses and nonprint media. Also included are addresses for materials in the bibliography and for additional protocol and related materials. (JD)

This study examines potentially significant factors in the training of foreign language teachers. Remarks on microteaching and interaction analysis precede a review and analysis of related literature. Included in this section are the Stanford University Summer Intern Program, Amidon's model of microteaching and interaction analysis, and microteaching in foreign languages at Birgham Young University. A section on research design and experimental procedures used in this study leads to a review of data derived from a methods and a student-teaching course. Results are summarized in terms of implications for teacher training institutions, schools, and further research. Appendixes contain: (1) a teacher attitude survey form, (2) an anxiety and ability scale, (3) a student rating scale, (4) a teacher-performance-centered criteria evaluation form, (5) a classroom observation sheet, and (6) a sample microteaching unit for a first-year Spanish class. An extensive bibliography concludes the report. (RL)

Three microteaching formats were compared: microteaching with peers, microteaching with university freshmen, and microteaching with high school pupils. Thirty social studies methods students were assigned to one of the three formats for six experiences. Each experience included periods of instruction and practice. Assessments were made at the end of microteaching by a panel of graduate assistants using the Illinois Teacher Performance Appraisal Scale, and at the end of student teaching by pupils using the Illinois Teacher Evaluation Questionnaire. Significant differences at the completion of microteaching favored peer teaching, but microteaching with high school pupils was associated with superior performance at the end of student teaching. It appears easier to obtain desired training effects through peer teaching, but these effects do not seem to transfer to student teaching. (Author/RT)

microteaching-recordings dumped with WikiTeam tools.

Microteaching is practiced by preservice teachers before going to school internship. Here, teaching skills are acquired in simulated conditions be teaching a concept to their peer group. The present study is conducted to understand the satisfaction levels during microteaching

The present study inquired into the varying kinds and degrees of reflectivity that ensued as first-semester secondary education preservice teachers' revisited their teaching actions and confronted peers' evaluation of their performance in a microteaching experience. The study sought to ascertain: (1) the recurring themes of reflectivity in the participants' sequencing of their teaching actions before and after microteaching; (2) the recurring themes in the participants' "confronting" reflectivity of peers' evaluations of their microteaching performance; and (3) the effects that differential patterns of confronting reflectivity had on the participants' transition to reconstructing reflectivity. Three conclusions were drawn from the study. First, microteaching is an activity that is considered favorably as a meaningful learning experience by preservice teachers. Second, there is no guarantee that preservice teachers will risk vulnerability and hold up their teaching actions to scrutiny, even in an on-campus clinical experience that is structured to provide a pressure-free environment for them to plan, teach and reflect on their teaching. Finally, when they do, as it happened in an example of the occurrences of affirmative and self-critique confronting reflectivity in the study, such scrutiny has the potential of helping preservice self-correct specific elements in their emerging teaching skills. (Contains 2 tables.)

Source: Digital Library of India Scanning Centre: C-DAC, Noida Source Library: Ncert Date Accessioned: 6/24/2015 2:25 The Digital Library of India was a project under the auspices of the Government of India.

tesl-microteaching dumped with WikiTeam tools.

A licenciatura session

The microteaching method offers opportunities to pre-service teachers for both planning and applying teaching methods-techniques. This method generally focuses on teacher behaviors. In teacher training programs, pre-service teachers learn the theoretical underpinnings of pedagogical strategies, and then they practice these strategies, ensuring them have internalized these skills. Education Faculty needs to be able to review research demonstrating the efficacy of microteaching to feel confident about utilizing this practice in their programs. The aim of this research is to identify pre-service teachers' views related to microteaching practice. This research is a descriptive survey study. The participants include pre-service teachers who study in Computer and Instructional Technology Department in Education Faculty. The Interview Form, the Peer Review Form and Self Evaluation Form were used to collect data in the study. Content analysis method was used for analysis of the data. Within the scope of the research, most of the pre-service teachers reported positive views about micro-teaching. In addition, pre-service teachers' views on peer and self-evaluation were also identified. Keywords Instruction, Micro-teaching, Pre-service Teacher, Teacher Education

This paper evaluates the attitudes of student teachers towards microteaching experiences. The research was conducted with a total of 57 fourth year students attending the ELT Department at Trakya University, in Turkey. The data were collected via a Likert type scale developed by the researcher. The research results were evaluated regarding the benefits and disadvantages of microteaching. The findings revealed that the ELT students at Trakya University in general held positive attitudes towards microteaching applications with regard to its effectiveness for professional development, self-assessment, self-confidence, material production, and teaching experiences in various courses in which students are of different ages and linguistic levels.

Training procedures used with foreign language interms in the Stanford Secondary Teacher Education Program during the summer of 1970 are described in this memorandum. Principal departures from the more traditional microteaching procedures allow students to work in more realistic and natural settings while practice-teaching and permit replacement of the teacher-centered microlesson with a more student-centered teaching experience. Criticism of early microteaching models precedes an explication of the Stanford Program. (RL)

A new model for in-service and preservice teacher training programs has been developed. The Skill Development in Teaching (SKIT) was suggested by recent research combining two teacher training techniques developed in the past decade, Interaction Analysis and Microteaching. Some educators who have worked with both Interaction Analysis and Microteaching have felt that they are compatible and even complementary. The proposed SKIT model is an attempt at combining significant aspects of the two techniques in a model for maximally effective skill training programs. Skill sessions, which emphasize various teaching behaviors to be practiced, are an integral part of the SKIT program: Orientation Practice helps teachers learn how to prepare their students for subsequent activity; acceptance of student feeling as well as student ideas is another skill that is taught; also, through skill sessions, teachers are taught question skills which involve answering cognitive, covergent, divergent, and evaluative questions. (Author/JB)

This bibliography is part of a larger study on the cost effectiveness of microteaching, which was conducted by the Higher Educational Research Unit of Monash University on a grant from the Australian Advisory Committee for Research and Development in Education. The bibliography supplements the McAleese and Unwin (1973) bibliography and the list of references contained in Turney et. al. (1973) "Microteaching Research, Theory and Practice." This document is divided into four sections. The first three sections contain 467 unannotated entries and include bibliographies, reviews, and general references. The last section contains annotations for 86 documents. Entries are listed alphabetically by author. (PB)

Microteaching, or peer teaching, is an activity that requires science methods students to plan, teach, and evaluate a particular lesson. The peer teaching activity, although obviously similar to teaching a lesson in a traditional classroom, enables the methods students to teach to a small group of their peers, thus easily receiving constructive criticism of the lesson taught. This paper describes preparation for peer teaching, deciding on the type of lesson and evaluation forms to use, self-assessment, and the post-peer teaching interview. The importance to the peer teacher of communication skills is stressed, and the teaching strategies that have proven most successful, namely, the Illustrated Talk, the Inquiry lesson, and the Process Skills lesson are described. The following five appendixes are included: (1) Communication Skills Performance Checklist; (2) Illustrated Talk Performance Checklist; (3) Inquiry Lesson Performance Checklist; (4) Process Skill Lesson Performance Checklist; and (5) Student Feedback Form. (PR)

This bibliography on microteaching lists 48 articles, reports, and papers--published and unpublished--with brief descriptive annotations. Dates are from 1966-1969. (JS)