Microteaching is a teacher training and faculty development technique that involves reviewing a recording of a teaching session to get constructive feedback from peers and/or students about what has worked and what improvements can be made to their teaching technique. Microteaching was invented in 1963 at Stanford University by Dwight W. Allen and has subsequently been used to develop educators in all forms of education. Microteaching is a concentrated, focused form of peer feedback and discussion that can improve teaching strategies.

Microteaching is a valuable technique for both new and experienced faculty to hone their teaching practices. It is often used in pre-service teacher training programs to provide additional experience before or during the clinical experiences. The most common application for microteaching is in pre-service teacher training, but it has also been used to train teaching assistants and new faculty on teaching methods. Even experienced faculty can refine their teaching techniques using microteaching.

Microteaching is a useful technique for teaching soft skills, presentation skills, and interpersonal skills. This focused approach encourages growth through practice and critique. The goal of microteaching is to give teachers confidence, support, and feedback so they can improve their teaching methods.

In summary, microteaching is a specialized training technique used to provide aspiring teachers with opportunities for the development and practice of specific teaching skills. It is a valuable tool for improving teaching strategies and is often used in pre-service teacher training programs to provide additional experience before or during clinical experiences.