Exploring Authenticity of Microteaching in Pre-service Teacher Education Programmes
Source: Teaching Education, Volume 22, Issue 3, 2011, pages 291-302.
The current study examined the perspective of a cohort of 60 Chinese EFL pre-service teachers with regards to microteaching.
Reflective paper writing was employed to explore the student teachers’ perceptions of the experience.
The results show that microteaching was a useful tool for the pre-service teachers’ professional development; however, the experience was not without flaws.
The most commonly perceived deficiency was artificiality, which appeared to have to some extent limited the student teachers’ development of real-life classroom teaching competence.
The study suggests that microteaching should be supplemented with various alternative forms of school experience and practice.