Implementing on-campus microteaching to elicit preservice teachers’ reflection on teaching actions: Fresh perspective on an established practice

Abstract

This article calls for renewed emphasis on the use of on-campus microteaching to facilitate simultaneously preservice teachers' performance of effective teaching skills and their capability to reflect meaningfully on their emergent teaching actions.In making a case for greater focus on the implementation of microteaching in preservice teacher preparation, the authors: (a) acknowledged the pioneering role of field-based experiences as the context for the studies that identified different types and levels of teacher reflection, (b) pointed out the limitations of field-based experiences for inculcating reflective teaching practices in neophytes, (c) described the characteristics of on-campus microteaching as a powerful tool for helping preservice teachers develop the skills of effective and reflective teaching, and (d) delineated the unique elements of promising practices of using on-campus microteaching to promote effective and reflective teaching.

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