Microteaching is a method used to train teachers that involves teaching short lessons to small groups of students. It allows teachers to receive feedback to improve their skills. The document discusses the purpose and process of microteaching, which involves planning, teaching, receiving feedback, and reteaching lessons. It also outlines the effectiveness of microteaching, such as improving teachers' skills, and its limitations, such as requiring resources and creating artificial environments. Overall, microteaching provides opportunities for teachers to develop their teaching abilities through practicing lessons and receiving feedback.

1. Effectiveness of
Microteaching in Teacher
Education
Presented By: Hassan Arslan Khalid
M.Phil. STED
Allama Iqbal Open University,
Islamabad

2. Objectives
O What is microteaching?
O Purpose and nature of microteaching
O What is microteaching cycle?
O Phases of microteaching
O Effectiveness of microteaching in teacher
education
O Limitations of microteaching
O To conclude microteaching

3. Microteaching
O A method of training teachers where
explicit use of principles of feedback is
used
(Kieviet, 1972)
O Teaching of a small unit of content to the
small group of student teachers (6-10) in
a small amount of time (5-10 min.)
O To train inexperienced student teacher for
acquiring teaching skills
O To improve the skill of experience
teachers

4. Purpose and nature of
microteaching
O Provide an opportunity for real classroom
teaching
O Simplify the complexity of classroom
teaching by…….???
O Promote the mastery of teaching skills,
techniques, methods and syllabus
interpretations
O Developing the skill of student teachers in
trimming the content into teachable units

5. Classroom setting

6. Microteaching Cycle
Microteaching
Micro
Lesson
Plan
Teach
Feedbac
k
Session
Re-plan
Re-
teach
Re-
feedbac
k

7. Phases of microteaching
O Three main phases;
O Acquisition phase
O Skill acquisition phase
O Transfer phase
(Ajibola, 2013)

9. Effectiveness of Microteaching
in Teacher Education
O Positively affects the perception of
competence of teacher trainer
O To improve pre-service teachers’ critical
thinking dispositions (Zeki Arsal, 2015)
O Enables teacher trainers to master those
skills which are required for their teaching
specially time management, classroom
management, pedagogy etc. (Farkhanda,
R.C. et al, 2013)

10. Contd…
O LCMT had a progress in teacher candidates’
teaching behaviors on subject area, planning,
teaching process, classroom management,
communication, and evaluation.
(Abdurrahman, 2010)
O A research revealed that after mastering the
teaching skills one can be able to integrate
them (Slabert, 2013)
O Teachers identify, select and practice teaching
skills in conducive and supportive
environment (Afolabi, 2010)

11. Contd…
O Prepares students for teaching practices
and provide them with teaching situations
they face during classrooms
O Enables understanding of behaviors
important in classroom teaching
O Provides expert supervision and
constructive feedback
O So, promotes the professional
development of teacher trainee

12. Limitations of Microteaching
O Lack of resources
O Videotaping equipment is expensive
O Time consuming
O Student learning is ignored
O Creation of artificial environment
(Kumar, 2008)
O Lack of peers perception

13. Conclusion
O Microteaching involves the presentation of
micro lesson
O Small group of peers for short time
O Feedback given by peers role playing as
students
O Participants learn about strengths and
weakness in themselves as teachers
O Plan the strategies for improvement in
performance

14. Remember!!!
Even the best teacher can
learn a great deal from his
or her students

15. References
O Arsal, Z. (2015). The Effects of Microteaching on the Critical Thinking
Dispositions of Pre-service Teachers. Australian Journal of Teacher
Education.
O Bilen, K. (2014). Effect of micro teaching technique on teacher
candidates’ beliefs regarding mathematics teaching. Science direct,
609-616.
O Kılıç, A. (2010). Learner-centred micro teaching in teacher education.
International Journal of Instruction.
O Lindell, M. A. (2013). The Effects of Microteaching on Pre-Service
Teachers’ Knowledge and Implementation of the Concept Mastery
Routine.
O Malik, D. S. (2013). Application of Micro teaching in Teacher
Education Programs: A Meta-Analysis. Research Gate.
O Salihoglu, U. M. (2012). Pre-service teachers' and their instructors'
beliefs on the effectiveness of an english language teacher education
program. Science direct, 3440-3444.
O Spelman, B. J., & Brooks, C. S. (1972). Micro teaching and teacher
education, A critical reappraisal. Irish Journal of Education, 73-93.
O https://content.wisestep.com/micro-teaching-principles-procedures-
benefits-limitations/