Abstract

Microteaching has become a widely used technique in teacher training, and a great deal of literature has been published in this area. This paper concentrates specifically on research evidence relating to the effectiveness or otherwise of microteaching, using four main criteria of effectiveness namely actual teaching performance, pupil attitudes to their teacher, trainee teachers attitudes to their course of training, and increases in pupil learning. Each of these areas is dealt with separately and an overall evaluation is included with the conclusion being that while microteaching is indeed an effective technique it is also still an evolving one.