The special education methods sequence at University of Virginia is a two-semester training program which emphasizes a behavioral approach to teaching. The first course emphasizes methods; the second focuses on integration of curriculum and methods. Course goals, format, teaching methods, texts and student evaluation are outlined. (IAH)

Describes a microteaching program that integrates theory and practice for student teachers. (HS)

The advantages of using a videotape recorder in university level education methods courses are outlined. (DE)

Explains how to use microteaching in an effective way to have students in methods classes plan, teach, and evaluate a lesson presented to a small group of their peers. (PR)

Describes microteaching/videotaping experiences of university students in an elementary school social methods course. Topics discussed include literature on microteaching as a teacher training device, videotapes in lesson analysis, possible microteaching lessons, planning and taping a lesson, viewing and critiquing the tape, and benefits and…

A study was done to determine if there are advantages in teaching a science methods course in conjunction with field experience. Results showed that taking the science methods course with the field experience did not help education majors to understand science processes. (JN)

This study identified strengths and weaknesses of the components in the general methods course, "Micro-teaching: Practice in Teaching Techniques", prior to a curriculum reorganization. The course included four basic components: (1) classroom instruction; (2) laboratory pre-conference; (3) laboratory teaching practice; and (4) laboratory…

This study assessed the reactions of 39 teacher candidates toward the following components of a general methods course, "Micro-Teaching: Practice in Teaching Techniques": (1) instruction in methods; (2) pre-teaching conferences; (3) laboratory teaching; and (4) post-teaching conferences. The subjects, who were enrolled in two sections of the…

This paper offers suggestions about the content and organization of a foreign language methods course. It begins with a list of basic skills that must be taught: (1) directing a pattern drill, (2) teaching a concrete word, (3) teaching an abstract word, (4) teaching a short dialogue, (5) teaching a contrastive structure in morphology and syntax,…

Assesses the overall impact of the University of Illinois at Urbana-Champaign microteaching model as perceived by secondary teacher candidates. Reports that teacher candidates found the model effective for improving their understanding of the different teacher- and learner-centered teaching techniques. (MM)

This article describes the peer and self assessment procedure implemented in the secondary methods classes at Central Michigan University. Students use a data-based assessment instrument to assess videotaped micro-peer-teaching presentations made by themselves and other students. (IAH)

Micro-peer teaching is an important step in preservice teacher education at Virginia Polytechnic Institute and State University. A three-lesson sequence used in a secondary methods course for physical education teachers is outlined. (PP)

Findings are reported from an investigation which assessed the extent to which the supervisory style used by secondary education preservice teacher supervisors during microteaching lessons contributed to the preservice teachers' understanding of various teacher-centered and student-centered teaching strategies. (IAH)

This study collected data over three years from a project where preservice administrators provided feedback to preservice teachers on their microteaching while practicing their supervision skills. Results suggested that the project helped preservice teachers shift their perceptions of teaching and facilitated the transition into teaching. (SM)

A gap exists between talk about teaching that is featured in most preservice teacher education and the working knowledge and problem-solving expertise that characterize skilled teaching. This gap exists because typical teacher training does not embody the principles of modeling, coaching, scaffolding, articulation, and reflection. Three methods…