Introduction
Teacher education is not only about learning theories of pedagogy but also about acquiring practical teaching skills. To ensure that student-teachers become competent professionals, modern teacher education employs innovative training methods like Micro-Teaching and Simulated Teaching.
Both approaches focus on skill development in a safe and controlled environment, where student-teachers can experiment, practice, and refine their techniques before entering real classrooms.
Concept of Micro-Teaching
Micro-Teaching is a teacher training technique developed at Stanford University in the 1960s. It is a scaled-down teaching encounter where teacher trainees practice a specific teaching skill in a short session with a small group of students.
Key Features:
Time Duration: 5 to 10 minutes.
Number of Students: 5 to 10 students.
Focus: One skill at a time (e.g., questioning, reinforcement, explaining).
Feedback: Immediate feedback is given for improvement.
Micro-Teaching can be described as a “teaching laboratory” that helps trainees polish individual skills before applying them in full classroom situations.
Objectives of Micro-Teaching
To develop specific teaching skills systematically.
To provide immediate and constructive feedback.
To reduce the complexities of real classroom teaching.
To allow repeated practice until mastery is achieved.
To increase confidence and self-awareness among trainee teachers.
Steps of Micro-Teaching Cycle
The Micro-Teaching Cycle generally follows six steps:
Plan – The student-teacher prepares a lesson plan focusing on one skill.
Teach – A short teaching session is conducted with a small group of students.
Feedback – Supervisors/peers provide constructive feedback.
Re-plan – The trainee modifies the lesson based on feedback.
Re-teach – The improved lesson is delivered again.
Re-feedback – Further observations and suggestions are given.
This cycle continues until the trainee achieves mastery of the skill.
Importance of Micro-Teaching
Builds confidence in teaching.
Improves communication and presentation skills.
Provides a platform for trial and error learning.
Enhances self-evaluation and reflection.
Prepares teachers for real classroom challenges.
Concept of Simulated Teaching
Simulated Teaching is another innovative teacher training technique where a trainee teacher practices teaching in a controlled, artificial classroom situation that closely resembles real-life conditions.
Unlike micro-teaching, which focuses on one skill, simulated teaching provides a broader practice environment where multiple skills can be developed together.
Simulation can be:
Role-play based: Peers act as students.
Artificial classroom environment: Designed to replicate real teaching conditions.
Case-study based: Problem-solving teaching situations are presented.
Objectives of Simulated Teaching
To reduce teaching anxiety and nervousness.
To provide safe practice opportunities before entering real classrooms.
To develop multiple teaching skills simultaneously.
To enable teachers to deal with classroom challenges in a controlled setting.
To encourage creativity and innovation in lesson delivery.
Steps in Simulated Teaching
Orientation: Student-teachers are introduced to simulated teaching conditions.
Preparation: Lesson plans are prepared for simulated classroom practice.
Role Play / Simulation: Trainees conduct teaching while peers or supervisors act as students.
Observation & Feedback: Supervisors provide suggestions for improvement.
Reflection & Improvement: Trainees modify their methods based on feedback.
Importance of Simulated Teaching
Provides a safe and low-pressure environment for practice.
Helps teachers handle classroom problems and student behavior.
Develops decision-making, problem-solving, and creativity.
Encourages experimentation with new strategies.
Acts as a bridge between theory and real classroom practice.
Difference Between Micro-Teaching and Simulated Teaching
| Aspect | Micro-Teaching | Simulated Teaching |
|---|---|---|
| Focus | One skill at a time | Multiple skills together |
| Duration | 5–10 minutes | Longer sessions |
| Students | Small group (5–10) | Artificial classroom/peers |
| Objective | Mastery of individual skills | Practice in broader teaching situations |
| Environment | Simplified, skill-specific | Controlled, but closer to real classrooms |
Conclusion
Both Micro-Teaching and Simulated Teaching are powerful tools in teacher education. While micro-teaching allows mastery of individual skills through repeated practice and feedback, simulated teaching provides a near-real classroom environment for holistic training.
Together, these methods ensure that student-teachers gain confidence, refine their techniques, and develop the professional competencies needed to become successful educators.
By integrating these practices, teacher training programmes can effectively bridge the gap between theory and practice, producing reflective and skilled teachers for the future.
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