JOURNAL ARTICLE

Microteaching: An Opportunity for Meaningful Professional Development.

  • Published In: Teaching Exceptional Children, 2024, v. 56, n. 6. P. 462 1 of 3

  • Database: Academic Search Ultimate 2 of 3

  • Authored By: Kroeger, Stephen D.; Doyle, Kathryn; Carnahan, Christina; Benson, Andrew G. 3 of 3

Abstract

This article focuses on microteaching as a professional development approach designed to help teachers incorporate evidence-based and high-leverage instructional practices. Microteaching involves a four-phase process—planning, enactment, individual reflection, and collaborative assessment—where teachers practice teaching strategies with peers acting as students, receive feedback, and refine their methods before applying them in actual classrooms. The process supports teacher growth by fostering collegial collaboration, reflective practice, and targeted skill development, and can be adapted for various educational contexts, including remote learning. School leaders play a critical role in facilitating microteaching by creating supportive environments and allocating resources to sustain the practice.

Additional Information

  • Source:Teaching Exceptional Children. 2024/07, Vol. 56, Issue 6, p462
  • Document Type:Article
  • Subject Area:Education
  • Publication Date:2024
  • ISSN:0040-0599
  • DOI:10.1177/00400599211068372
  • Accession Number:178879257
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