The study examines how the pre-service English language teachers at the University of Technology and Applied Sciences (UTAS)-AL-rustaq perceive the notion of a 'good language teacher' before and after they undertake microteaching practices. Qualitative research was employed to answer the main research questions of the study, which is what are…

Although peer feedback is highly valued in the feedback process, the specific contribution of feedback providers in this process remains unclear. In this qualitative multiple-case study, the primary focus was to explore the contribution of feedback providers and the benefits they obtained through online peer micro-teaching practices. The study…

This study aimed to reveal certain people's perceptions and experiences regarding the lesson study model conducted within the Teaching Practice course under the program of Turkish Teaching at a state university in Turkey. The design of this research was determined to be a case study. The study group consisted of an instructor, practice teacher and…

The micro-teaching technique has been utilized for more than half a century by teacher education programs with the main aim of providing pre-service teachers with practice opportunities. The flexible nature of the technique makes it possible to adapt the implementation to the peculiarities of any specific context. In addition, the latest…

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…

This study to be conducted with English Language Teachers at the secondary education in our country during the first semester 2014-2015 academic year, aims to explore the beliefs of these in-service ELT teachers during the micro teaching sessions by the prospective ELT teacher candidates. This study aims at reporting the progress inbetween the…

Foreign language teacher education requires microteaching practices carried out by teacher trainees for learning and assessment purposes. During microteachings, teacher trainees operate many teaching skills concurrently. Interlanguage compatible teacher-talk in the target language is essential for the production of student talk at elementary and…

Microteaching has developed since its inception at Stanford University in 1963. Basically it consists of a simplification of the teaching situation and the provision of feedback. The model, first applied to foreign language (FL) teaching by Robert Politzer, involves a definition of skills relevant to FL teaching and the preparation of performance…

A suggested approach to teaching instructional skills to future teachers of English as a second language incorporates microteaching techniques. These techniques include the practice teaching of limited and coherent groups of skills, one group at a time, scaled-down practice teaching situations, maximum relevant feedback to each trainee, and the…

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…

A three-day school-based in-service course for heads of secondary German department is described. Participants' reactions are noted. (SJL)

An attempt to introduce assessment in a program of microteaching for pre-service Saudi-Arabian teaching led to the formulation of prescriptive categories of teacher behaviors. Behaviors involving "warm-up,""revision and linkage,""situational presentation,""modeling," and "class practice" were…

This handbook discusses the activities and interactions that student teachers may engage in to meet the problems and goals of student teaching. Section I deals with the observation phase; Section II focuses on the teaching practicum. Within each section, a wide variety of techniques and activities are suggested to provide as many ideas as possible…

Several uses for videotape recordings in teacher training have evolved. They can be used for classroom demonstration of a methodology, approach, or technique, or for preserving and re-using a particularly good lecture by an effective speaker. Microteaching sessions or simulations can be recorded and critiqued or evaluated by the student himself.…

The report gives an account of a research and development project on Language Assistant Training. It shows the place of the Year Abroad in Modern Languages Degrees, and the need for training of English Language Assistants. After detailing the preparatory arrangements and timetable of a fieldwork visit to French schools to observe and record…