The term " microteaching" has been quoted in a variety of contexts, but is most often applied to the use of closed circuit television to give immediate feedback of a trainee teacher's performance in a simplified environment. Among advantages claimed are the controlled and structured nature of the format, an economy of time and effort and an improved research and evaluation facility. There is evidence that microteaching produces measurable changes in teacher behaviour, and that beneficial results can be obtained with various paradigms. The role of the supervisor is examined: this is clearly different from the traditional function of the teaching practice supervisor, and it is postulated that self-evaluation is quite feasible. Modelling or demonstration teaching is briefly discussed, followed by an appraisal of evaluation instruments and the effectiveness of video tape feedback. In the final section suggestions are made concerning areas in need of research.
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