microteaching


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mi·cro·teach·ing

 (mī′krə-tē′chĭng)
n.
A method of practice teaching in which a videotape of a small segment of a student's classroom teaching is made and later evaluated.
References in periodicals archive ?
The feedback from elementary students enhanced this field experience and was different from the feedback which would have been received from fellow university classmates during a microteaching experience.
All three of us remember the bored faces in the audience during microteaching simulations, since other students cared little about the ideas we were presenting.
As she explained, I chose to place the students' research projects and presentation and their microteaching in the last two weeks of the course.
La tecnica de la microensenanza ("microteaching") es especialmente aconsejable para conseguir estos fines, ya que permite la observacion detenida de otras experiencias asi como el autoanalisis critico de la propia actividad en un verdadero esfuerzo de superacion o perfeccionamiento.
To ensure that they can employ all the teaching strategies required to design lessons, and to put them into real practice, prospective teachers were required to do microteaching for every teaching strategy they learned from the science method course.
A recent study entitled "Preservice Music Teachers' Conceptions of Teaching Effectiveness, Microteaching Experiences, and Teaching Performance" (1) by Abby Butler investigated the effectiveness of two, short teaching experiences.
One method of involving the participants is to require their engaging in microteaching exercises.
One group activity, which has been very successful in preparing teachers for K-12 teaching settings, is microteaching (Cruickshank & Metcalf, 1993; MacLeod, 1987; McKeachie, 1994; Pauline, 1993; Perlberg, 1988), This technique allows students to practice teaching in front of faculty and peers, gaining valuable experience and feedback, before being placed in front of more critical and demanding audiences.
* In a meta-analysis of inservice teacher education training research, Wade (1984/1985) concluded that the four most effective instructional methods were observation of actual classroom practices, microteaching, video/audio feedback, and practice.
In programs in which several districts cooperate as a teacher education consortium, a variety of settings are available for interns to observe, do microteaching, come in contact with a variety of handicapping conditions, observe bilingual education programs, and experience the spectrum of ethnic and racial cultures without having to travel from the isolated setting of a regional university to a culturally diverse urban district, as is sometimes the case in a traditional model.
He told the audience that training would address academic, writing, communication as well as and ragogical skills, microteaching and research practices.