Microteaching was developed in 1963 at Stanford University and was used initially for the training of secondary school teachers. It is controlled practice of specific teaching behavior; therefore, the role of the supervisor is important. Microteaching has the following advantages: faculty have to get together to agree on common purposes in its use; it becomes feasible to follow trainee performance closely; the program is individualized and not bound by any particular course structure; evidence of suitability for teaching is obtained; it is a useful resource tool; it simplifies the complex teaching process in the trainees' first contact with the tasks involved; it is efficient in terms of staff time, use of real pupils, their classrooms, and training facilities. "Minicourse," an adaptation of microteaching, differs from it in four ways: it is primarily an in-service, not a pre-service, model; it is a self-contained package that can be used wherever videotaping is available; trainees are self-evaluated by a structured critique, not a supervisor; films and tapes of model lessons serve as the basis for evaluation. An extensive bibliography is appended which includes applications of microteaching to subject matter and skills involved. (JK)