A Case of Micro-Teaching within the Tertiary Training of Ontario Teachers

Abstract

Micro-teaching has existed in tertiary education since the early 1960’s and today is utilized globally in teacher education programs. Micro-teaching herein involves reflective practice, experience-based learning, feedback and refinement phases. Micro-teaching herein includes the development of a lesson plan that is implemented in a teaching experience that involves reflection on and after teaching. Case analysis illustrates how micro-teaching incorporates role-play with peers which increases the authenticity of the experience, critical responses from stakeholders, reflection and feedback phases. Results from micro-teaching include reported professional growth and development via teaching experiences augmenting both self-efficacy and self-awareness. Micro-teaching has its limitations, and critics suggest the level of authenticity is problematic lessening usefulness however participant feedback and reflective action supports its continued use in tertiary training of new educators.