How effective is microteaching?

An overview of 35 years of research

The effectiveness of microteaching and related methods is not uniformly assessed in research reporting and in textbooks. However, a survey of more than 200 studies on these procedures using vote counting shows that only a very small proportion of the studies found support the - albeit often widespread - pessimistic view of the effectiveness of these procedures. The vast majority of the research results are based on the assumption that the use of these methods, both in training and in continuing education, can be expected to have positive and lasting effects on the appropriation of verbal and non-verbal behaviour patterns, on the integration of what has been learned in training into one's own behaviour repertoire and on its transferability into professional reality. This applies to 'classical microteaching (practical exercises in small groups of students) as well as to the much less complex variant, training in small groups of fellow students or teachers (peerteaching) (Klinzing, 2000).

Microteaching Activities.
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