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…

The general education skills focused on in traditional models of microteaching are not necessarily the most important ones for language teachers. A microteaching model addressing organizational skills and the giving of instructions, particularly well suited to language teachers' needs, is described and illustrated, with suggestions for further…

Discusses microteaching, a training context in which a teacher's situation is reduced in scope or simplified in systematic ways. This article addresses microteaching as an inservice tool, and discusses how school-based microteaching can be beneficial to all involved in the learning and teaching process. (Author/VWL)

Outlines the undergraduate and graduate programs in Foreign Language Education at Florida State University. (FB)

A discussion of role-playing as a teaching technique in pre-service language teacher education suggests procedures for acquainting teacher trainees with role-playing and preparing them to write their own role-plays. The method aims to overcome trainee resistance to group work. Exposure to role-playing takes three forms: (1) trainees view a film…

Procedures are described which were used in a short microteaching period in a Postgraduate Certificate in Education Program in the United Kingdom. In this program, a tutor works with groups of 15 students who have already had at least 2 years of teaching experience. The program of 7 days is divided as follows: (1) all 15 students teach one lesson,…

This article outlines the background and the basic components of microteaching and describes it as a means of providing foreign language teaching trainees with an experience that will ease the transition from the laboratory situation to the actual teaching setting. Criticism of the method is included. (CLK)

This bibliography is divided into two main sections. The first section cites books and articles concerning training teachers of English as a second language. The second section refers to books and articles dealing specifically with microteaching. Entries include publications from a wide range of countries, and most have been published since 1965.…

This study aimed to explore teacher candidates' reflections on the methodology and practice components of a pre-service English teacher training programme in Turkey. For this purpose, a qualitative case study method was followed. The participants were 176 senior year students at the Middle East Technical University in Ankara, Turkey. The data were…

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…

Methods are suggested that can be used to varying degrees by the teacher for a self-evaluation, which is independent of any other procedures that might be used by a school system. Three sources of information can be used as the basis for self-evaluation: (1) scaled instruments, questionnaires, and narrative reports; (2) videotapes; and (3) data on…

A workshop on microteaching and foreign language teacher training was held at the London Institute of Education in December, 1978. The papers presented in this volume are the papers that were prepared for this workshop as well as one paper that was commissioned during the workshop. The contributions are as follows: (1) "Microteaching and Foreign…

Describes activities over the past three years of a group in Mexico dedicated to improving teacher training for teachers of French. (Text is in French.) (AM)

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…

Peer-group microteaching has been used for several years as an element of the foreign language methods course for Foreign Language Education students at the University of Minnesota. Students viewed the experience as the most important aspect of their pre-student-teaching courses and preparation experiences. The study is described. (CHK)