This article reports an analysis of teacher students' teaching achievement in designing lesson plans, improving teaching practice, and developing teacher competency. The research followed a mixed method research design, combining quantitative and qualitative data. It further employed a one-group pretest-posttest design in a quasi-experimental…

The development of the dynamic skills approach at the University of Chicago as contrasted with the component skills approach to Stanford has shifted microteaching out of the "practical problems" arena and into a more central position between theory and practice. The Stanford model included three stages: general orientation, viewing of skill films,…

This article describes the use of microteaching lesson study as an approach to promoting collaboration and learning among teachers, particularly those in prospective-teacher education programs, through a repeated cyclic process of developing, implementing, analyzing, and revising mathematics lessons and reporting their experience. (Contains 3…

The Impromptu Teaching Model was designed by the University of Central Arkansas for use by preservice teachers in laboratory teaching experiences. Two teaching exercises, microteaching and reflective teaching, form the basis for impromptu teaching. Microteaching provides teachers with the opportunity to master various technical skills of the…

In situations where it is not possible for trainees to practice teaching in local schools, teaching short lessons to their peers--called microteaching--can provide beneficial experience and feedback to teachers-in-training. The article includes guidelines for presenters, observers, and teacher trainers as well as a sample practicum class schedule…