Through a selective review of the literature, this article examines the theoretical origins and early use of microteaching and charts its development over the last nearly six decades in the field of teacher education. From its beginning in the 1960's as a method for pre-service teacher behavioural modification with new portable video technology, to today's mini-lessons recorded on students' phones, microteaching has evolved with the trends in educational theory and technology. Today's microteaching research and practice should be informed by those that have come before it, but also reflect the field's current trends in practice and theory.