Learning to Teach Through a Practicum-Based Microteaching Model

Abstract

A practicum-based microteaching model was developed based on Grossman et al.'s “approximations of practice.” This study introduced the model and examined how it created opportunities for preservice teachers to learn to teach in a meaningful learning context. Sixteen secondary preservice teachers participated in the study in Fall 2009. Results indicated that the model provides preservice teachers with opportunities for interactive learning practices, for rehearsal, revision, and retrial. It offers “manageable chunks” of professional practices and has potential to align the methods courses with preservice teachers' field experiences from a less complete and authentic situation switching to a more complete and authentic situation.

Acknowledgments

The authors thank the editor, reviewers, and the following faculty: Jesus Garcia, Janette Long, and Gayle Wilkinson for their feedback on the revision of the paper. They also would like to extend their great appreciation to a doctoral candidate, Mr. Joseph Maderick at University of Nevada, Las Vegas for his assistance in the revision of the paper.