The document discusses microteaching and teacher education. It defines microteaching as a scaled-down teaching experience used to practice specific teaching skills. Microteaching allows pre-service teachers to focus on skills like lesson planning, questioning techniques, and classroom management in a low-stakes environment. The document also outlines the four components of teacher education: general education, subject preparation, general professional education, and specialized professional education. Microteaching is presented as a technique within professional education that allows new teachers to develop their instructional skills before full-time teaching.

2. Learning Outcomes
At the end of this lecture you should be
able to:
• Define major terms related to
microteaching: Teaching, teaching as an
art or as a science, and
• Discuss the major components of
teacher education: general
education, subject-matter
preparation, general professional
education, and specialized professional
education
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3. What is Teaching?
 General believe is that anybody can
teach.
 Teaching is beyond imparting knowledge
to the students it is not just getting
across information to the students,
 Personalized sharing of one’s knowledge
or experience,
 establishment of harmonious
relationship among the teacher, the
students, and the instructional contents
to facilitate learning.
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4. Teaching (Cont.)
• It focuses on students’ learning which is
the change in behaviour, brought by
activities, training, or experience.
• Is teaching is an art or a science.
• Eisner’s (1985) perception of teaching as
an art is an aesthetic experience
naturally dependent on the perception
and control of qualities.
• The debate based on the following
premises.
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5. Teaching As an Art
Conceptions of Teaching
As an Art
Premises
Teaching skills and competencies’ are inborn, natural talent
Teaching can be performed with such
skill and grace that, for the student as
for the teacher, the experience can be
justifiably characterized as aesthetic.
Teaching is an art in the sense that
teachers, like painters, composers,
actresses, and dancers, make judgments
based on qualities that unfold during the
course of action.
Teaching is an art in the sense that the
teacher's activity is not dominated by
prescriptions or routines but is
influenced by qualities and contingencies
that are unpredicted.
Teaching is an art in the sense that the
ends it achieves are often created in
process
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6. Teaching As Science
Learned area that requires
disciplined knowledge.
As a Science
Legitimate
fields
of
scientific
inquiry
and
knowledge,
offering
the
underlying basis for ensuing
educational
theory
and
practice.
Objective methods of the
natural
sciences
have
generally been accepted as a
standard paradigm
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7. Teacher Education
Teacher education is the professional
education provided for pre-service and inservice teachers.
 general education,
 general professional education
 subject-matter preparation, and
 specialized professional education in a
given subject matter.
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8. General Education




Help prospective teachers in taking a
suitable place in contemporary society.
Development of knowledge, skills, attitudes
and interests that are fundamentally
related to the needs and responsibilities
shared with contemporaries destined for
other vocations.‖
Contents include orientation courses - in
humanities, social studies and sciences.
Sometimes they provide introductory
courses in separate subjects, and emphasis
upon developing communication skills.
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9. Professional Education
Professional skills and techniques to the
teachers under training. Divided into:
Theory and practical teaching.
Theory: The theoretical aspect of
pedagogy is introduced in the years of the
4 – 5 year course. The subjects included
in
this
portion
of
the
curriculum,
psychology,
test
and
measurement, sociology, etc. Taught in
education departments
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10. Professional Education
Professional skills and techniques to the
teachers under training. Divided into:
Theory and practice teaching.
Theory: The theoretical aspect of
pedagogy is introduced in the years of the
4 – 5 year course. The subjects included
in this portion of the curriculum,
psychology, test and measurement,
sociology, etc. Taught in education
departments
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11. Professional Education
Practical Teaching: Practice teaching is
generally introduced in the later part of
the professional courses, undertaken by
the student teachers, either in the
Laboratory School of the University
Campus or in the regular Public Schools
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12. Subject Specialization
 Proficiency in the subject or subjects of
their choice.
 Can be specialization in integrated fields
or
subjects
like
social
sciences, languages, general science.
etc., in consonance with the curriculum of
the schools.
 Can
also
be
subject
specific,
mathematics,
English
language, Yoruba, etc.
 Done in college department or relevant
cooperation Departments.
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13. Specialized Professional Education
 Special professional courses include:
 Teaching methods in elementary and
secondary,
 education for people with disability,
 assistive technology,
 adapted physical education,
 field
experiences,
and
student
teaching, etc.
 Sometimes, at graduate level.
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14. Microteaching Clarified
The term microteaching is a compound concept
derived from two terms micro and teaching. A
technique for providing student teachers with
opportunities to master the teaching skills.
Microteaching is defined as a system of controlled
practice that makes it possible to concentrate on
specified teaching behavior and to practice teaching
under controlled conditions.‖ (Allen & Eve, 1968).
Cooper and Allen (1970) "Micro-teaching is a
teaching situation which is scaled down in terms of
time and number of students. . . . The lesson is scaled
down to reduce some of the complexities of the
teaching act, thus allowing the teacher to focus on
selected aspects of teaching".
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15. Microteaching (Cont)
―Microteaching is a scaled down teaching
encounter in which a teacher teaches a small
unit to a group of five pupils for a small period
of 5 to 20 minutes‖- L.C. Singh (1977). It is a
scaled down practical teaching experience. It is
scaled down in terms of:
(i) contents,
(ii) time,
(iii) teaching skill,
(iv) audience
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16. Microteaching (Cont)
Microteaching has the following characteristics
(Allen & Ryan 1969: 1-3)
(a) Real teaching situation.
(b) Reduces the complexity of the real classroom
teaching situation in terms of the number of
students, the amount of time and the amount of
learning contents.
(c) Emphasizes training for mastery of teaching
activities such as skills, techniques, methods, and
curriculum selection.
(d) It offers better control over practicing teaching
activities.
(e) Feedback allows student to receive meaningful
feedback immediately after his performance
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17. Microteaching Clarified (Cont)
Microteaching was developed by Dwith Allen
and his colleagues in the Stanford Teacher
Education Programme in the 1960s. They developed
a training programmed aimed to improve verbal and
nonverbal aspects of teacher's speech and general
performance.
Microteaching is a technique for professional
reflection where teachers scrutinize their own
teaching so as to discover their strengths and
weaknesses. Through the reflection on their own
teaching styles teachers focus on certain areas of
their teaching for improvement rather than a
technique for shaping behavior.
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18. Advantages of Microteaching
 It gives opportunities for skilled supervision
and eventual skill development.
 It provides opportunities for component
skills approach, where the activities of
teaching as a whole are broken down for the
learning
purpose
into
its
individual
components (skills).
 Provides an opportunity to learn multiple
skills that are important for teaching in a
short time.
 Helps develop student teachers skills to
prepare lesson plans and choose teaching
goals and objectives.
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19. Advantages of Microteaching
 Teachers’ self-confidence grows in a comfortable
environment as they learn to speak in front of a
group and to ask questions and use evaluation
techniques.
 Receiving immediate feedback is a means to
determine productivity and using teaching
strategies.
 Allows for asking questions at various difficulty
levels.
 Makes it possible to create an environment that
involves thinking differently and interaction.
 It offers helpful situation for an experienced or
inexperienced teacher to acquire new teaching
skills and to refine old ones.
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20. Limitations of Microteaching








Involves increased time and effort
It is costly
It is a passive process of learning by imitation.
The various teaching skills cannot be
discriminated and may not be coordinated later.
Cannot be used to individualize the learning of
the student teachers.
At times, there may be no constructive
feedback.
There is always the possibility of bad role
models.
Required
equipment
and
resources
for
microteaching may not be available or used.
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21. Comparison
between
Traditional
Teaching and Microteaching
S/
N Traditional Teaching
1 Objectives are general
and not specified in
behavioural terms.
2 Class consists of 40-60
students.
3 The teacher practices
several skills at a time.
4 The duration is 40-50
minutes.
Microteaching
Objectives are specified
in behavioural terms.
Class consists of small
group of 5-10 students.
The teacher takes up one
skill at a time.
Duration
time
for
teaching is 5-10 minutes.
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22. Comparison between Traditional Teaching
and Microteaching (Cont.)
5 Immediate feed-back There is immediate feed-back.
is not available
6 There is no control Teaching is carried on under
over situation.
controlled situation.
7 Teaching
become Teaching is relatively simple.
complex.
8 The
role
of
the The role of supervisor is
supervisor is vague.
specific and well defined to
improve teaching.
9 Patterns of classroom Patterns
of
class
room
interactions cannot be interaction can be studied
studied objectively.
objectively.
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23. Elements of Microteaching
There are five elements: Teaching-learning
laboratory , safe practice ground, microelement and
teaching skills, feedback , and modeling
 Teaching-Learning
Laboratory:
Simulated
situation for improvement
 Safe
Practice
Ground:
Experiment,
try
out, explore, and fail without being penalized
 Microelement and teaching skills: Mastery of
components of teaching skills through reduction
of the complexity of teaching
 Feedback: Communication of information about
performance through videotape, audiotape, and
written critiques of peers and supervisor
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24. Elements of Microteaching (Cont)
Modeling is
observational learning, imitation or
modeling: attention, retention, motor reproduction, and
reinforcement (Bandura, 1986).
Attention. Learners must attend to what the model is saying
(instructor's words) or doing (hand movements). A model
characteristics
can
influence
attention.
Warm, powerful, atypical people, command more attention than
cold, weak, typical people.
Retention :Encode the information and keep it in memory so
that you can retrieve it. A simple verbal description, or a vivid
image of what the model did assists retention.
Motor reproduction: Imitating the model's actions.
Reinforcement: Seeing a model attain a reward for an activity
increases the chances that an observer will repeat the
behavior—a process called vicarious reinforcement.
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25. Phases of Microteaching

26. Cycle of Microteaching
Plan
Refeedback
Teach
Re-teach
Feedback
Re-plan
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27. Mudasiru Olalere Yusuf (PhD)
Department of Educational Technology,
University of Ilorin, Nigeria
E-mail: moyusuf@unilorin.edu.ng; lereyusuf@yahoo.com;
Facebook: http://www.facebook.com/mudasiruoy
Twittter: @moyusuf
Blog: http://wordpress.com/#!/my-blogs/
(2013)
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28. Thank you
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