Microteaching and Its Role in Improving Teaching Practice

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Prof. (Dr) Sangeet Vashishtha

IIMT University

Ganga Nagar, Meerut, Uttar Pradesh 250001 India

Abstract
Microteaching has emerged as a powerful teacher education technique aimed at refining teaching skills through iterative practice, feedback, and reflection. Originating in the early 1960s at Stanford University, microteaching involves teaching a short lesson to a small group, receiving structured feedback, and revising instruction accordingly. This manuscript explores the role of microteaching in improving teaching practice by conducting a survey of 100 in-service and pre-service teachers across diverse educational contexts. Data were collected via a structured questionnaire measuring perceived gains in instructional planning, delivery techniques, classroom management, and reflective practice. Statistical analysis revealed significant improvements in teachers’ self-efficacy, clarity of communication, use of questioning strategies, and adaptability to learner needs after engaging in microteaching cycles.

Qualitative feedback highlighted the value of peer and mentor feedback in identifying blind spots and reinforcing effective pedagogical techniques. Beyond these quantitative gains, participants reported increased confidence when experimenting with innovative teaching strategies and greater willingness to engage in continuous professional learning. The findings underscore microteaching’s contribution to teacher professional development and suggest pathways for integrating microteaching modules into teacher education curricula. Implications for policy, training program design, and future research are discussed, including recommendations for leveraging technology-enhanced microteaching environments and fostering communities of practice among educators.

Keywords

microteaching; teaching practice; teacher training; professional development; instructional improvement

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