Microteaching in Teacher Education: Greek University Students Appraise Their Experience
Saved in:
| Title: | Microteaching in Teacher Education: Greek University Students Appraise Their Experience |
|---|---|
| Language: | English |
| Authors: | Evangelia Ch. Lozgka |
| Source: | Educational Research: Theory and Practice. 2025 36(2):37-49. |
| Availability: | Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Microteaching, Teaching Methods, Teacher Education Programs, Student Attitudes, Teaching Skills, Graduate Students, Undergraduate Study, Educational Experience, Educational Benefits, Faculty Development, Foreign Countries |
| Geographic Terms: | Greece |
| ISSN: | 2637-8965 |
| Abstract: | Microteaching--an innovative teaching method in which students deliver a mini-lesson to a small group of peers within a limited timeframe to develop specific teaching skills and refine pedagogical behaviors--has been implemented in teacher education and training for half a century. This qualitative study explored the views of 10 graduate students regarding their experiences with microteaching during their undergraduate studies in a Greek pedagogical university department. Data were collected through free-texts composed by participants as a research tool and analyzed using qualitative content analysis. The findings revealed that graduate students held a positive stance toward microteaching, emphasizing its benefits and its positive impact on teachers' teaching skills and professional development. These results further reinforce the need for integrating microteaching into teacher education and training programs. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1476923 |
| Database: | ERIC |
| Abstract: | Microteaching--an innovative teaching method in which students deliver a mini-lesson to a small group of peers within a limited timeframe to develop specific teaching skills and refine pedagogical behaviors--has been implemented in teacher education and training for half a century. This qualitative study explored the views of 10 graduate students regarding their experiences with microteaching during their undergraduate studies in a Greek pedagogical university department. Data were collected through free-texts composed by participants as a research tool and analyzed using qualitative content analysis. The findings revealed that graduate students held a positive stance toward microteaching, emphasizing its benefits and its positive impact on teachers' teaching skills and professional development. These results further reinforce the need for integrating microteaching into teacher education and training programs. |
|---|---|
| ISSN: | 2637-8965 |
