The teaching-learning relationship in online microteaching was explored using mixed methods. Adults (N = 40) alternated roles of "teacher" and "student" during a 15-min language learning session. Video analysis using a context-specific framework based on the science of learning revealed diversity in teaching approaches.…

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…

Micro-teaching has been criticized for its artificial nature, limited practice period, and inadequate feedback. Giving preservice teachers in-situ opportunities that they can collaborate on lesson planning, teach, and receive peer feedback can assist in addressing these drawbacks. To that end, an intervention study was devised to provide in-situ…

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…

The Language Leader Award, created by Rachel Hawkes and run by Routes into Languages East "helps pupils learn to lead, using language teaching as the medium. Throughout the year-long programme they develop their leadership and [linguistic] skills, growing in confidence and enhancing their future careers" (Hawkes, n.d. c, p. 1). Some…

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…

The use of microteaching in Britain to train teachers of English as a second language is described. Microteaching is defined as a teaching encounter that is scaled down in terms of class sizes, lesson length, and teaching complexity. Based on visits and observations, the organization, content, goals, and components of British microteaching…

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…

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.…