The microteaching laboratory space for training and teacher retraining. Good Practices Guide

El laboratorio de microenseñanza espacio para el entrenamiento y reentrenamiento docente. Guía de Buenas Prácticas

Abstract

Microteaching, an educational technique that emerged at Stanford University in 1963, has evolved by adapting to new pedagogical theories (Allen and Ryan, 1969). Microteaching laboratories, equipped with advanced technology, emerge as conducive spaces for the training and retraining of teachers, allowing detailed observation, immediate feedback, and critical reflection (Kourieos, 2016). The process highlights specific capabilities to be developed, such as context organization, question formulation, synthesis, illustration with examples, feedback, reinforcement, integrated learning experiences, and communication (Kpanja, 2001); (Eddie, 2001); (Sacristán, 1989). The contemporary vision considers microteaching a professional dialogue and a process of overcoming internalized models, emphasizing the importance of critical reflection (Klinzing and Folden, 1991); (Amobi and Irwin, 2009). Microteaching positions itself as a valuable approach for pedagogical development, promoting continuous improvement in educational quality and the teaching-learning process.