Self-concepts of teachers and student teachers have been found to predict certain specific teaching behaviors. This study explored these possible relationships in the microteaching setting. Self-Report Inventory and OScAR measures were obtained on 51 students, all secondary teacher candidates. Correctional and ANOVA procedures yielded only a few…

The Elementary Education Department at East Carolina University, in cooperation with the public schools in the area, has developed a program that involves videotaping approximately 60 student teachers located throughout eastern North Carolina. The taping was made possible through close coordination of university supervisors, public school…

To gauge the effect of different microteaching variables on the effectiveness of microteaching, three treatment conditions were set up. In the oral group, oral evaluation by the supervisor was not available to the subjects (student teachers). In the video group, video recording or playback was not available. In the peer group, ninth-grade…

Three microteaching formats were compared: microteaching with peers, microteaching with university freshmen, and microteaching with high school pupils. Thirty social studies methods students were assigned to one of the three formats for six experiences. Each experience included periods of instruction and practice. Assessments were made at the end…

A study was conducted to determine differences between teachers trained in the Nebraska University Secondary Teacher Education Projects (NUSTEP) and those trained in a standard program. The NUSTEP program was composed of three classes which were also offered in the standard program; NUSTEP students, however, practiced teaching skills using…

The purpose of this follow-up study was to determine whether changes in teacher high-level questioning behavior and classroom interaction patterns (rates of pupil and teacher talk) which resulted from the use of operant methodology in a microteaching setting were maintained during the student teaching experience a year later. Twenty University of…

The Eysenck Personality Inventory (EPI) was used to test the existence of a relationship between attitudes to microteaching and personality of students. A correlation between extroversion and favorable attitude to microteaching, and a negative relationship between neuroticism and favorable attitude to microteaching is demonstrated; however, the…

Study focused on microteaching and the effects of this particular mode of skill training on the classroom performance of student teachers. (Author)

Author found that the verbal behavior of an experimental group was significantly more indirect than that of the control group, supporting the hypothesis that audio tapes are effective for observational learning of a specific teaching behavior. (Editor)

Examines an experiment which compares the effects of two forms of laboratory teaching experience (reflective teaching and microteaching) on student teachers' views of themselves as teachers, attitudes toward teaching, perceptions of the role of teaching, attitudes toward the type of laboratory teaching experience engaged in, and teaching…

Earlier research has demonstrated that verbal teaching behaviors can be modified through the Teaching Laboratory (TL), which consists of peer group microteaching experiences. This study investigated whether or not these behaviors would persist into later student teaching. Each of 50 secondary student teachers, who were divided into control and…

Suggests that close-minded individuals are more likely to experience a positive change in nonverbal perceptiveness when they are involved in peer microteaching with public feedback. (RL)

Concentrates on research evidence relating to the effectiveness of microteaching, using four main criteria of effectiveness, namely actual teaching performance, pupil attitudes to their teacher, trainee teachers attitudes to their course of training, and increases in pupil learning. (Editor/RK)