THE APPROACH USED AT STANFORD UNIVERSITY TO RESEARCH ON TEACHING WAS DISCUSSED, AND THE AUTHOR EXPLAINED THE CONCEPTS OF "TECHNICAL SKILLS,""MICROTEACHING," AND "MICROCRITERIA" THAT WERE THE BASIS OF THE DEVELOPMENT OF THIS APPROACH TO RESEARCH AND TO STANFORD'S SECONDARY-TEACHER EDUCATION PROGRAM. THE AUTHOR…

The effects of a microteaching experience on the achievement and attitudes of teacher candidates enrolled in a basic educational psychology course was investigated. A class of 137 students was randomly split into five discussion groups (which met once a week); the students of one group participated in microteaching-feedback-reteaching experiences…

The effectiveness of individually prescribed microteaching training modules in the acquisition of selected teaching behaviors is being studied in two different contexts: during the preinternship year in the Master of Arts in Teaching Program, Johns Hopkins University, and during student teaching in Teacher Education Centers, University of…

The development of the dynamic skills approach at the University of Chicago as contrasted with the component skills approach to Stanford has shifted microteaching out of the "practical problems" arena and into a more central position between theory and practice. The Stanford model included three stages: general orientation, viewing of skill films,…

A look at one adaptation of videotaping to teacher training programs. (AK)