Review of research on microteaching in mathematics teacher education: Promises and challenges

Abstract

Microteaching has been viewed as a professional development tool that gives pre-service teachers the chance to strengthen their teaching skills. This paper presents an overview of the research on microteaching in mathematics teacher education, noting its prospects and challenges while also making recommendations for modifications to its application. A thorough analysis of 28 empirical papers on microteaching in mathematics teacher preparation that were published between 2000 and 12 May 2023, was conducted. Findings demonstrate that microteaching is an effective approach for enhancing pre-service teachers’ core mathematics teaching skills. It is suggested that microteaching, which begins in a laboratory setting with the development of essential teaching skills, should not end there; it should give trainee teachers an opportunity to learn and practice in a real classroom context. Microteaching activities require more time, more supervisors, and more resources to function at its maximum capacity. Technology has also demonstrated greater promise when it comes to enhancing microteaching’s position in facilitating the development of pre-service mathematics teachers’ instructional skills.

Heutagogy in action: Unveiling the transformative power of virtual “air campus” experiences of mathematics trainee teachers

“…In the context of sub-Saharan Africa, the recruitment and retention of highly qualified mathematics teachers who possess both subject matter and pedagogical knowledge is one strategy for resolving this issue (Adelabu & Alex, 2022;Alex, 2019;Luneta, 2022b;Mukuka et al, 2023;Mukuka & Alex, 2024). According to Peressini et al (2004), the development of fundamental teaching skills among preservice teachers takes place in a variety of settings, including mathematics content and mathematics education courses, school-based experiences, and school teaching practice.…”