Although a review of the literature on competency-based teacher education (CBTE) reveals little or no reference to microteaching's contribution, microteaching was a precursor of CBTE and had a direct influence in its acceptance and development. A review of CBTE's essential characteristics and a comparison with microteaching shows that…

Microteaching and the technical skills approach to teacher training began at Stanford University in 1963 as part of a preservice training program. The main skills that emerged from the program and were focused on from 1963-68 were response repertoire, creating student involvement, questioning skills, increasing student participation, and…