Using microteaching to enhance teacher efficacy in pre‐service teachers

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Microteaching and pre-service teachers’ sense of self-efficacy in teaching (2014, background): “…there are studies which have examined the effects of microteaching on pre-service teachers’ teaching skills (Fernández 2010; Fernandez and Robinson 2006; Kpanja 2001; Wilkinson 1996), self-efficacy beliefs, fears and concerns in teaching (Benton-Kupper 2001; Mergler and Tangen 2010; Peker 2009).”
Are we building preservice Teacher self-efficacy? A large-scale study examining Teacher education experiences (2018, unknown): “Studies specifically examining preservice teacher self-efficacy have been conducted in Greece (Poulou, 2007), Bangladesh (Ahsan, Sharma, & Deppeler, 2012), Spain (de la Torre Cruz & Casanovas Arias, 2007), Turkey (Cakiroglu, Cakiroglu, & Boone, 2005), Slovakia (Gavora, 2010), Australia (Mergler & Ta”
Exploring authenticity of microteaching in pre-service teacher education programmes (2011, background): “Mergler and Tangen ( 2010 ) reported that microteaching had a positive impact on student teachers’ teacher identity development.”
The Effects of Microteaching on the Critical Thinking Dispositions of Pre-service Teachers (2015, background): “The findings of studies on microteaching show that microteaching is effective in increasing planning, implementing teaching self-efficacy beliefs and reducing the teaching anxiety of pre-service teachers (Bell, 2007; Benton-Kupper, 2001; Huber & Ward, 2001; Mergler & Tangen, 2010; Peker, 2009).”