This paper describes the development and dissemination of microteaching methods in Europe and some African countries, with emphasis on the United Kingdom and Germany. A tool for teacher preparation, microteaching trains teaching behaviors and skills in small group settings aided by video-recordings. Consistent with education reform efforts, the European microteaching movement grew out of a dissatisfaction with three features of the prevailing model of traditional teacher education programs: (1) that student teachers could become reflective and skilled practitioners by separating academic studies from practical experience; (2) professional education courses; and (3) inadequate and unsystemmatic field observations and experiences. Attempts to reform and democratize universities and colleges, development of other laboratory-based teacher training methods, the revival of empirical analytical research, and introduction of video into educational settings are presented. Also presented are: adaptations, developments, and uses of microteaching in Europe; a comparison of the United States and European approaches; and a discussion of research on microteaching in Europe. An extensive list of 174 references is included. (LL)