MICROTEACHING IS THE CREATION OF A MINIATURE TEACHING SITUATION UNDER EASILY CONTROLLED CONDITIONS, WITH IMMEDIATE FEEDBACK FOR THE STUDENT TEACHER. ONE HUNDRED FORTY STUDENTS IN SIX METHODS COURSES EACH TEACH A SELF-CONTAINED 4- TO 6-MINUTE LESSON ON A SINGLE, SPECIFIC CONCEPT TO A "CLASS" OF THREE TO FIVE LOCAL STUDENTS AT THE APPROPRIATE GRADE AND AGE LEVEL. THE METHODS CLASS AND THEIR INSTRUCTOR ARE PRESENT, AND THE STUDENT'S PERFORMANCE IS VIDEOTAPED. BOTH THE CLASS AND THE COLLEGE STUDENTS COMPLETE EVALUATION FORMS. ONE FORM ASKS--"WHAT SPECIFIC IDEA WAS THE TEACHER TRYING TO TEACH,""DID YOU LEARN IT,""WERE YOU INTERESTED IN THE LESSON," AND "HOW COULD THE TEACHER HAVE DONE BETTER." EVALUATION INVOLVES, FIRST, A GENERAL, USUALLY POSITIVE, DISCUSSION OF THE PERFORMANCE AND THEN PLAYBACK OF THE VIDEOTAPE, WITH MORE DETAILED AND CRITICAL COMMENTS BY THE TRAINEE, THE INSTRUCTOR, AND THE COLLEGE CLASS. THE PROCEDURE IS REPEATED MORE BRIEFLY WHEN THE TRAINEE RETEACHES THE LESSON TO A DIFFERENT GROUP OF PUPILS. CONCLUSIONS CONCERN (1) THE POTENTIAL USEFULNESS OF A VIDEOTAPE BANK, FROM WHICH TAPES COULD BE DRAWN FOR PARTICULAR PURPOSES AT VARIOUS STAGES OF TRAINING, (2) THE VIDEOTAPING OF "LIVE" STUDENT TEACHING, AND (3) THE DEVELOPMENT OF DESIRABLE SELF-CONCEPTS AMONG STUDENT TEACHERS VIA COMBINING VIDEOTAPE TACTICS WITH TRAINING IN INTERACTION ANALYSIS. (RP)