First paragraph:
Introduction
Microteaching – a system of training in specific teaching skills through a series of scaled down teaching encounters – was introduced at Stanford University in the summer of 1963. Five years later, its use was reported (Johnson, 1968) at half of all the teacher training institutions in the U.S.A. Interest in the technique is now widespread in Europe, Africa and Australia. It has attracted a considerable number of research studies (reviewed by White, 1971; Griffiths, 1972, 1973; Brusling, 1974), aimed at assessing the effectiveness of the system as a whole and at analysing the inter-relationship of its component parts. Moreover, there have been numerous articles and reports describing experiments in microteaching at colleges of education and university education departments; experiments which, without having been evaluated in any rigorous or objective way, are nevertheless felt to be successful and appreciated by the staff and students involved. It is common at educational conferences to hear microteaching referred to – indeed almost taken for granted – as a promising innovation in teacher training. In Britain, at least, it appears to have achieved the same status as physical exercise. Most people approve of it, while not necessarily indulging in it.