The Main Propositions of Microteaching
Allen and Ryan in their book ‘Microteaching’ has highlighted the following five main propositions associated with the concept and process of microteaching:
- Genuine Teaching: Micro-teaching is real teaching, despite the fact that a teaching setting is created in which the student teacher and students collaborate in a practice situation.
- Reducing Complexities: Microteaching reduces the complexity of traditional classroom instruction. It has smaller class sizes, shorter class sessions, and simpler instructional responsibilities. All have been significantly diminished.
- Focus on Training: Microteaching places a strong emphasis on preparing students to do certain tasks. It is a method of teacher training. It can assist in preparing good instructors.
- Improved Practice Control: Micro-teaching enables improved practice control. The amount of time, the number of students, the types of feedback and monitoring, etc., may all be changed in a microteaching environment.
- Increases Understanding of Results: Micro-teaching significantly increases knowledge of results or feedback aspects that are often present in instruction. The learner conducts a performance evaluation just after imparting a quick microlesson. After the critique session, the trainee may instantly put all of this criticism to use when they re-teach.