Microteaching: start observing yourself teaching












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            The development of reflective skills is the key objective for teachers to observe their ow

            and gradually identify evidence of effective practices as well as areas for improvement, d
            the teaching contexts and objectives. Brookfield (2017) identifies four possible sources o
            “students’ eyes, colleagues’ perceptions, personal experience, and theory and research.”


            Microteaching - a reflective teacher training technique - is an opportunity to develop ref
            competence thanks to the feedback received from colleagues during the 'micro-lesson' propo

            We can define Microteaching as “a technique aiming to prepare teacher candidates to the re
            setting” (Brent & Thomson, 1996). The aim is thus to reduce the complexity of the real con

            and Rao, 2004) while maintaining its key characteristics: “Microteaching is a teaching sit
            is scaled down in terms of time and numbers of students. (…). The lesson is scaled down to
            of the complexities of the teaching acts, thus allowing the teacher to focus on selected a

            teaching.” (Allen and Cooper, 1970).

            In this workshop, the model is adapted with respect to the characteristics of academic tea

            a concentrated and focused form of peer feedback.

            Structure of the workshop:

            phase 1: description of the rules and tools for designing micro-lessons
            phase 2: micro-lesson design
            phase 3: cycles of microteaching: delivery and feedback

            phase 4: individual and group reflective analysis of the activities experienced

            Learning Outcomes:

            • Demonstrate the ability to observe and analyze teaching practices through reflective thi
            • Provide constructive feedback to peers during the Microteaching sessions.
            • Receive and incorporate feedback from colleagues to enhance teaching strategies.

            • Identify evidence of effective teaching practices and areas for improvement based on ind
              contexts and objectives.
            • Apply feedback received to address specific challenges and opportunities in university t

              contexts.
            • Incorporate insights gained from the workshop into future teaching practices to continua
              an educator.


            Competences developed in the programme:
            The programme develops competences falling under Pillar 6 (Reflective teaching and teacher

            development) of the Framework for Effective Teaching at CU [ URL "https://drive.google.com
            d/1RJT_DQmA8JwBwj-6vtWz44yP3lAeNJTf/view"] .
            In particular, it focuses on the following competences:

            • Through evaluation and ongoing reflection, the teacher continuously improves their teach
            • Based on self-reflection and feedback, the teacher sets specific goals for their profess
              development.


            The course is designed for those with English language proficiency at B2 level or above.


            Manuela Milani is an academic developer with more than 20 years of experience in different
            in Europe. In the last years she has designed and delivered many training and professional
            activities for faculty members. Her publications include several papers on the use of cult

            in teaching and learning, on teaching observations practices and faculty training design a
            teaching perception.


            When: ...

            Where: ...


            Registration will be opened soon.


            Participation in the programme is free of charge.

            Should you have any questions, please do not hesitate to contact us at: cczv(zavinac)ruk.c

            "cczv(zavinac)ruk.cuni.cz"] .