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TEACHING Exceptional Children, Vol. XX, No. X, pp. 1­–10. Copyright 2022 The Author(s). DOI: 10.1177/00400599211068372
Microteaching
An Opportunity for Meaningful Professional
Development
Stephen D. Kroeger ,
Kathryn Doyle,
Christina Carnahan,
and Andrew G. Benson, University of Cincinnati

1

After teaching for 15 years, Alice left her
teaching position, despite her principal’s
disappointment. When she returned to
teaching 2 years later, she knew she had to
make some changes to ensure that she never
again fell back into the kind of negativity she
had seen develop in her and her teaching
colleagues during the last few years before her
departure. Too many times, in reflective
moments between and after classes, she and
her colleagues had found themselves
complaining about students and the
challenging work of teaching. Alice wanted a
way to channel that teacher energy into
something positive, into a process that
supported instructional improvement and
helped move her practice forward.
Alice was certain that without support from
her administrator and teaching peers, taking a
new approach alone would be unsustainable.
She knew from several informal conversations
in her current school that she could find a
handful of teachers who would be eager to
experiment. She wondered if her principal
would also be willing to try something new.
Professional development efforts at the school
were required, and Alice had heard her
administrator describe how difficult it was to
find engaging ways to hook teachers, not to
mention the groans she heard from her
colleagues any time a professional development
event was scheduled. There had to be something
that would help them improve their practice
and was tailored to fit their learning needs as
professionals.
In a recent course Alice had taken at the
university, the instructor had incorporated a
process called microteaching. An important
aim of microteaching is to deepen teachers’
ability to implement specific practices. In her
course, Alice used microteaching several times
and felt increasingly confident that this would
be a way of doing professional development.
With a little assistance from the university
faculty, she knew the steps of the process and
could incorporate microteaching as a
TEACHING Exceptional Children, Vol. XX, No. X
professional development option for teachers
wanting to incorporate new evidence-based and
high-leverage practices into their teacher
toolboxes.
What Is Microteaching?
Microteaching is a structured approach of
bounded practice that makes it possible to
focus on specific teaching behaviors. The
process includes four phases: planning,
enactment, individual reflection, and
collaborative assessment (See Figure 1).
2
“
Microteaching is a structured approach of
bounded practice that makes it possible to
focus on specific teaching behaviors.
Microteaching has served as a consistent
practice learning opportunity in many
universities and schools since Dwight
Allen developed it (Allen & Eve, 1968).
Microteaching was popular in many
teacher education programs in the 1960s
and 1970s, but interest in the practice
began to wane in the late 1970s when
there was an emphasis on more social
constructivist theories in education (Leedy
& Ellis Ormrod, 2013; Ornstein &
Hunkins, 2013). Recent iterations in
Europe and Africa have broadened the
practice of microteaching to include a
focus on student and teacher thinking,
decision-making, and teacher agency
(Klinzing & Floden, 1991). Although
developed within teacher education, other
professional fields such as dental, medical,
nursing, sports/coaching, pharmacy, and
geriatric care have adopted it as a tool to
support practitioners (Amobi & Irwin,
2009; Ralph, 2014). Microteaching, using
evidence-based practices, has a strong
impact on the quality of teacher
instructional behavior and student
learning outcomes (Hattie, 2009).
What Does the
Research Say?
Microteaching aligns with many of the
best practices for teacher professional
development. The practice opportunity
calls for teachers to do several things:
assess the impact of teaching practices on
learning, collaborate with colleagues on
professional development, and extend the
expertise of coaches by engaging in active
learning activities in the classroom
(Cordingley et al., 2015; Opfer & Pedder,
2011; Postholm, 2012; Timperley et al.,
2007; Wei et al., 2010). Microteaching was
a prominent component of teacher
education preparation programs from the
1960s to 1990s (Grossman, 2009).
Strengths noted in the research include
that it (a) supports an understanding of
basic concepts, (b) is a hands-on task that
is grounded in experience, (c) builds
competency along with confidence, (d)
allows for practice of skills without
classroom distractions, and (e) allows
participants to have multiple
opportunities to receive feedback (Ralph,
2014). In this light, microteaching
becomes a key structure to connect
theory, outside expertise, and practice in a
sustainable and practical manner in a
classroom setting. The CEEDAR Center, a
center dedicated to preparing teachers and
leaders in implementing evidence-based
practices, has also noted that
microteaching is an effective practice.
Readers can find additional materials and
resources on the CEEDAR website
(CEEDAR, n.d.).
Setting the Context:
Considerations for
School Leaders
Effective school-based professional
development needs leaders who actively
organize supportive environments to
promote professional learning
opportunities and the subsequent
introduction of new practices (Timperley
et al., 2007). School leaders are
understandably busy, so it is often
necessary to distribute leadership to others
(Robinson, 2011). Instructional coaches,
related service professionals, and small
groups of teachers in a building could
serve as leaders. For microteaching to be
effective, it is helpful for school leaders to
develop a culture of learning by
supporting professionals to identify
collaborative partners, find time to engage
in the processes, and obtain the necessary
resources. Additionally, it can be helpful
for school leaders to act as a co-learner;
although time could significantly limit a
leader’s capacity for fully engaging in a
microteaching series, participating in
small ways or even modeling the
vulnerability needed for the process to be
effective can be helpful. Finding time is a
challenge teams may face in implementing
microteaching. A critical role of the school
 F i g u r e 1   The four phases of microteaching

Microteaching is a system of bounded practice that makes it Purpose: Training, Diagnostic

possible to focus on specific teaching behaviors Evaluation, Experiment with
Innovation

Phase 1 Phase 2 Phase 3 Phase 4

PLANNING TEACHING REFLECTIVE COM- COLLABORATIVE

MENTARY ASSESSMENT
•• Identify and prioritize • 10-20 minutes •• Individually, teacher •• Who reached the
long & short-term of instruction completes analysis goal, and who
learning goals • Selected of the recorded struggled?
•• Develop the lesson content area teaching, asking: •• What part was
plan • Evidence- •• What was I problematic?
•• Communication skills, Based practice doing and how •• Misconceptions?
self-directed learning were students
• High-Leverage responding? •• What practical
•• Data collection, Practice experiences will
Recourses, EBP and •• In a separate help?
HLPs column, what
connections can I •• How to use what
•• Plan the technology make to principles of you learn about
•• Recruit peer support learning-research? your students?
•• Collaboration:
Celebrate or
concerns?
•• Next Steps

leader is to support teams in identifying
creative solutions to navigate this
challenge.
Specifically, intervention specialists
may find it useful to include general
educators in the process because the
microteaching could be an opportunity
for mutual learning and discussion. The
microteaching process, in all its phases,
can be adapted for remote and distance-
learning platforms. Specialists working
with low-incidence populations can
reach across to colleagues working in
regional and state educational settings, or
even across the country, in a distance-
learning platform to collaborate and
and self-study. A teacher could select a
single evidence-based practice such as
reciprocal teaching (Hovland, 2002;
Palinscar & Brown, 1984), which
incorporates the four discrete strategies
of questioning, clarifying, summarizing,
and predicting. Conversely, a
professional might decide to develop
three different literacy strategies over the
course of the semester or school year,
such as concept mapping, repeated
reading, and close reading. The work can
take place during professional
development days, before and after
school, or during planning bells.
Opportunities for release time from the
Phase 1: Planning
Alice resolved to get started, but she was not
exactly sure where to begin. She remembered
the steps from class about planning and
teaching and reflection, but this was a new
context. She decided to review her previous
work, consult with colleagues about their
schedules, and plan something together. She
knew there were several steps in this initial
phase, and she also knew that she would be
the first in her group to microteach. Selecting
a high-leverage practice, such as explicit
instruction, was a strong place to start, but
which instructional strategy would she use to
teach her content? She decided to teach
prediction because her baseline data indicated

“
learn with individuals in similar
administrator would be ideal, but we that students struggled with comprehension
situations.
recognize this is a luxury not often of text. She formulated the following
afforded. learning objective: “When given a text at
What Is the Commitment?
A team of three to four professionals
commits to work together across a
semester or the school year. We suggest
that each professional complete three The work can take place during professional
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microteaching sessions. Long term, this

would mean that three teachers plan for development days, before and after
nine microteaching episodes. This level
of recurrence builds a culture of learning school, or during planning bells.

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 F i g u r e 2   Resources for professional development
Resource
What Works Clearing House
Promising Practice Network
Best Evidence Encyclopedia
The IRIS Center
National Center on Intensive Instruction
American Institutes for Research (AIR)
work through the Center for STEM
Education
Center on Instruction
National Technical Assistance Center on
Transition: The Collaborative (NTACT:C)
The National Professional Development
Center on Autism Spectrum Disorder
Teaching LD
OSEP Ideas that Work
Doing What Works (DWW)
reading level, students will be able to
formulate 5-7 predictions and questions that
they have created from an article preview by
the end of the week and be able to apply these
predictions and questions to clarify,
summarize, and comprehend as they dive
deeper into the texts.” With this goal in
mind, she set off to develop ways to model the
prediction process and incorporated plans for
plenty of guided practice when she could
collect formative assessment data on student
progress.
The focus of Phase 1 is about planning
to ensure access to the necessary supports
and resources, reflecting on and selecting
a specific practice to address, and
TEACHING Exceptional Children, Vol. XX, No. X
developing the lesson plan. In terms of
supports and resources, professionals need
access to both the people and technology
necessary for microteaching. It is
important to identify two or three peers
who are willing to engage in the
microteaching process and who have
knowledge about teaching and learning.
These individuals will play the role of
students during the actual microteaching
sessions and can also support the
technological components, such as video
recording the lesson. Most importantly,
4
Website
https://ies.ed.gov/ncee/wwc/
http://www.promisingpractices.net/
https://bestevidence.org/#content
http://iriscenter.com/
https://intensiveintervention.org/chart/
instructional-intervention-tools
http://www.air.org/topic/education/science-
technology-engineering-and-mathematics-stem
https://www.centeroninstruction.org/#content
https://transitionta.org/#content
https://autismpdc.fpg.unc.edu/#content
https://www.teachingld.org/#content
https://www.osepideasthatwork.org/toolkit/
index.asp#content
https://www.wested.org/project/doing-what-
works/#content
these peers participate in a collaborative session. Although it is important to plan
reflection after microteaching occurs. the technological aspects, technology
These colleagues should be willing to should not be a barrier to implementation.
respond as students might during an The purpose of the work during the
actual lesson and, likewise, must be planning process is to select a specific
willing to engage in meaningful dialogue research or evidence-based practice and
about the lesson during the collaborative develop a written lesson plan. Reflecting
fourth phase. Selecting trustworthy peers on student data is a helpful place to start to
willing to provide critical but supportive select the specific practice for use during
feedback is essential. microteaching. For example, if a group of
In addition to peer support, technology students is struggling with content area
is a necessary resource, but it does not comprehension or having difficulty solving
need to be fancy or high-end; smartphones multistep word problems, identifying a
are accessible to many. After planning, the research-based strategy to practice
actual microteaching session will take 10 supporting that learning need could be
to 20 minutes. Ideally, a colleague will use helpful. The aim of microteaching is to
the teacher’s phone or tablet to record the deepen teachers’ ability to implement
lesson. A peer can hold the device and specific practices. Thus, selecting a practice
“
record the sessions, place the device in a outside of one’s area of expertise—which
tripod, or simply lean the device against a may feel uncomfortable because others will
stack of books and set to record during the be watching—is a risk but offers a valuable
The purpose of the work during the planning
process is to select a specific research or evidence-
based practice and develop a written lesson plan.
 F i g u r e 3   Lesson planning form
Lesson objective with measurable
criteria
Assessment tools and data collection
procedures (data collection sheet
included)
What teacher does:
Before: How you gain student attention, activate background knowledge, pre-teach as
needed?
During: How student will self-monitor (e.g., text connections, content clues, graphic
organizers)?
After: How student will remember learning and integrate into existing knowledge?
Communication skill and planned
supports
Plans for generalization or self-directed
learning
Resources & Materials modifications/
accommodations
opportunity for growth. Once the teacher
selects the practice, it is helpful to look to
resources such as instructional guides or
websites about research and evidence-
based practices to gain more information
about the practice. For example, many
websites like the IRIS Center (n.d.) now
offer modules, video examples, and fidelity
checklists to help practitioners implement
specific approaches (Figure 2 contains a
list of resources). Finally, after selecting
and learning more about the practice, it is
important to develop a detailed lesson.
Seasoned teachers no longer develop
minute-by-minute plans; however, for the
purpose of this reflective activity, it is
helpful to invest the time fleshing out the
details of the lesson. Figure 3 contains a
lesson plan for use. As you move through
the planning process, here are some
big-picture questions to help guide your
process and thinking:
1. Who will support my work? (Who are
my peer supports?)
2. How will we record?
3. What skill, strategy, or practice am I
implementing?
What student does: Engagement
Assessment: Evidence of learning
4. Where can I collect resources on the
skill, strategy, or practice I am
implementing?
5. Is my lesson plan developed, and do I
have the necessary materials?
Phase 2: Implementation
With her lesson plan worked out, Alice was
ready to teach her first lesson, with her
colleagues taking the role of the students.
Although she did not want her colleagues to be
difficult, she nevertheless wanted them to
assume the mindset of her students so she
could identify where the lesson might fall flat,
where student engagement would most likely
be or segments that could benefit from special
consideration. During planning, she knew
what she was going to do before, during, and
after the lesson, but she also knew student
learning does not always go as planned. This
rehearsal activity would allow her to see
where the lesson needed modification, and her
colleagues' responses would be a creative and
safe way to incorporate additional approaches
in the lesson. As her colleagues entered the
room, she handed one of them her smartphone
and asked her to record the lesson.
Contingencies:
In Phase 2, the team enacts the
microteaching process; the professional
teaches the lesson to their peers, who act
as the students. Ideally, there are two or
three peers acting as students. These
adults should be mindful of how typical
students would interact with each other
and respond to content. If, for example, a
student in the classroom uses an
augmentative or alternative
communication (AAC) device, the
professionals acting as students should
similarly use an AAC device during the
lesson. This is important because it allows
the teacher to think about factors that will
influence the learning situation and
prepare any adjustments that are needed,
such as creating or modifying materials or
increasing the specificity of directions.
Because each session is video recorded
and reviewed by the teacher and peers, it is
natural, at first, to feel uncomfortable while
microteaching. However, with practice, the
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initial awkwardness dissipates, and the
process becomes more comfortable. In our
experiences with teachers and preservice
special educators, comfort and trust
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 F i g u r e 4   Areas of focus for each of three sessions
Microteaching Session One
Learning the microteaching
process is the first order of
business. Develop your comfort
level with videotaping. Initially
the process can feel risky and
vulnerable to allow others
to see inside your teaching
process.
Select an evidence-based
practice which directly
addresses the instructional
needs of your students. You
may have some familiarity with
the process.
Role of the teacher: Narrate
your teaching process with
special attention to how
students are responding to
instruction.
Role of the peers: co-construct
the reflective process, the
teacher depends on the
alternative and critical
perspective of friends, see
contributions as value-adds not
“gotchas”.
Self-regulating feedback:
Notice something important
and ask a question. The teacher
responding to the question
puts the narrative back in the
hands of the teacher.
significantly increase when a series of three
TEACHING Exceptional Children, Vol. XX, No. X
microteaching sessions is implemented
(CEEDAR Center (n.d.)). Typically, during
the first session, the primary focus is on the
process of microteaching rather than the
actual teaching strategy or intervention
implemented during the session. However,
by the end of the third session, the adult
participants are better able to act their part
and make real-time adjustments in
response to the behavior of others and the
learning situation. In Figure 4, we
highlight the areas of focus for each of the
three sessions.
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Microteaching Session Two
Microteaching
During MT#2 technical
aspects of the microteaching
process are mostly mastered.
Emphasis here is to
incorporate aspects of the
feedback you were given
from MT#1.
Content Focus
Consider the complexity
of teaching and how an
interleaving instructional
practice incorporates several
HLPs and EBPs.
Reflective Session
Role of the teacher: Build on
your first reflection. Develop
your depth of reflection
by comparing the earlier
practice. Avoid the tendency
to just finish; instead think of
implications for your long-
term practice.
Role of the peers: Be a critical
friend. Build on previous
reflections. Ask questions that
will encourage the teacher
to consider alternative
perspectives of student
learning experiences.
Phase 3: Reflective
Commentary
Alice considered reflection pivotal to her
teaching, and now she had a 15-minute
recording of the new strategy she wanted to
implement into her teaching. She now had an
opportunity to observe herself teaching. She
decided to describe what she was doing during
the lesson and how the students were
responding in one column of a two-column
page. After each minute of teaching, she would
pause the recording and record what she saw,
watching it a second time as needed, paying
Microteaching Session Three
Greater mastery of the MT
process is evident, attention
to student responses is more
explicit. Incorporation of
student voice and participation
has increased.
Take a risk! Consider trying
something you have never
implemented. Select an
instructional practice that is
supported by your analysis of
student data.
Role of the teacher: Consider
this third iteration of MT as
an opportunity to engage in
a continuous improvement
cycle. Celebrate both your own
growth and the next steps you
have determined are in your
and your students’ greatest
interests.
Role of the peers or coaches:
Position comments and
reflection as part a professional
practice community. Set
challenging goals that are
measurable and grounded in
teaching practice and research.
special attention to how students were
responding to the instruction. When each
description was finished, she started the second
column, but this time, she tried to describe
what she was doing in the lesson in terms of
everything she knew as a teacher,
incorporating ideas she was learning about
evidence-based practice and high-leverage
practices. She wanted to write a narrative
about her teaching and describe what made it
work and where she wanted to make
improvements. Why not? She thought: This is
my chance to really make a difference in the
way I teach. In the first, descriptive column of
 F i g u r e 5   Reflective commentary form

Min What is happening in the Video? (Answer:
what is the teacher doing and how are
students responding?)
1 Teacher: Says, “friends, close your eyes
and think back to our unit on ocean echo
systems. At the end of the unit, we had three
important concepts that we wrote about in
our learning logs. Now, write down each of
those concepts.”
Student response:
One student quickly wrote down the three
concepts.
Links to research and theory
My goal was to activate their
background knowledge by connecting
to our previous unit, which we finished
last week. One challenge is that I didn’t
offer multiple means for students to
show what they know. My student who
sat tapping her pencil has difficulty
writing.

One student sat, staring out window, tapping

pencil.
2 Continue table, with one row for each minute

3
4
5
6
7
8
9
10
11...

her sheet, she noticed that by the third minute
of the lesson she had engaged students in prior
learning about prediction vocabulary, and in
the second column, she noted that vocabulary
instruction was a strong indicator of
comprehension tasks. In the fourth minute, she
set the stage for making incorrect predictions,
that it was OK to make errors. She wanted to
create a climate where tolerance of errors led
to deeper learning about possible
misconceptions that students might have as
they learned the prediction skill.
The purpose of Phase 3 is for the
instructor to analyze their instruction.
Depending on the length of the video
recording, this process should take about 30
to 45 minutes of individual reflection time.
In this phase, the teacher analyzes their
principles of learning. For example, the
teacher might observe that she asked
students a specific question at the start of the
lesson and then during the lesson to reflect
on the purpose of the question, noting that
the goal was to support students in making
connections to prior learning. There are two
steps in this phase of the process.
Step 1: Watch and Record
In this step, the professional watches the
microteaching video, documenting exactly
what he or she sees happening in each
minute. Although watching the entire
session from start to finish is valuable, it is
also important to stop the video every
minute and record what was happening.
2. How were students responding to this
instruction?
The purpose of this step is not to interpret
the behavior or interactions that occur.
Instead, the goal is to simply describe what
takes place and document specific
language, such as what peers said in
response to an instructor comment. This
step highlights the importance of the
peers who participate in the
microteaching session to act how they
anticipate actual students will respond;
this provides the instructor with the
opportunity to address challenges that
could occur before implementing the
lesson in the classroom.
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instruction by first watching the video and
recording exactly what took place and then
engaging in critical reflection to understand
the link to theory, research, and/or
Two questions guide what the teacher
Step 2: Think and Reflect
writes in the form:
In this step, the teacher completes the
1. What was I doing? second column of the form, which is

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 F i g u r e 6   Collaborative Assessment Log (CAL)

Teacher: Grade Level: Number of Students:

Coach or Peers: Date:

1. Did all the students meet the learning objectives? Explain the evidence for your response.
Provide specific evidence from data collected during the microteaching lesson. If data
wasn’t collected for the student learning outcome, it is important to ask why. Often, data
collection is a next step.

2. If not, which students struggled? 6. What did you 8. What can you
Though the teacher peers might not learn about the celebrate about
have struggled, it is important to students? Consider the lesson?
identify how actual students might how the students’
have difficulty. prior knowledge
and experience 9. What are
influenced learning. two specific
3. What part of the learning experiences Also, consider areas for
was problematic or challenging? Why insights into the improvement?
was it challenging? kinds of supports
individual students
4. Did students share misconceptions need to access the
or gaps in their prior knowledge that content.
caused problems?
7. How will you use
5. What practical experiences will help this new knowledge
these students meet the learning about your students
objectives? This question is meant to plan future
to elicit specific, evidence-based learning segments?
strategies (e.g., annotating text,
vocabulary development) that provide
additional opportunities and supports
for student learning.

10. Next Steps:

designed to elicit critical reflection about the
lesson. The goal is to establish clear
connections between what took place in the
lesson (Column 1) and theories of learning
TEACHING Exceptional Children, Vol. XX, No. X
not understand why the student always just mistakes. It turned out that her fears were
sits, tapping her pencil, when I ask her to unfounded. Her colleagues wanted to help and
write. It happens every time.” Such a support her, not catch mistakes. During the
reflection is important—it sets the stage for collaborative assessment, she asked one of her

and research (Column 2). The second
column is a record of metacognitive insights
in the reflective commentary, drawing on
prior knowledge and new learning. It is
important to note that an important
outcome of this reflective process can be
that a teacher wants or needs to learn more
about a given instructional practice or a
specific aspect of student learning. In the
Reflective Commentary Form in Figure 5,
in addition to noting that providing
multiple means for students to show what
they know, a teacher might also note, “I do
collaborative problem solving in the next
phase of the microteaching process. In this
instance, the teacher is able to elicit the kind
of feedback from peers that is the most
helpful.
Phase 4: Collaborative
Assessment
So far, her colleagues had been supportive, and
although she had some anxiety about assessing
her lesson in a collaborative space, she sensed
some anxiety about her colleagues seeing her
colleagues to take notes in the form of a series
of questions that explored and celebrated
student learning and set some manageable
targets for ways to improve the lesson as she
prepared to use the strategy in the classroom.
She rarely felt so prepared. Alice knew that
teaching the strategy to a classroom full of
students would be different than teaching it to
her colleagues, but now she had some real
insight about how the strategy worked, where
things might fall apart, and what to do if they
did need modification. She was ready. During
the collaborative session, one of her colleagues

8
 F i g u r e 7   Microteaching Checklist

Phase 1: Planning Check Notes

I found peers who will support my work.
I have a method for recording.
I have determined what skill, strategy, or practice I want to implement.
I have gathered, read, and reflected on resources that allow me to learn
more about the skill, strategy, or practice.
I shared these resources with my peers.
I have developed my lesson plan.
Phase 2: Implementation
I set up the recording device.
I taught the lesson to my peers.
Phase 3: Reflective Commentary
I accessed my video recording.
I completed column one of the reflective commentary (What was I
doing?) (How were my students responding to this instruction?)
I completed column two of the reflective commentary. (What insights did
I have? Prior knowledge? New learning?)
I shared my reflective commentary with my peers.
Phase 4: Collaborative Assessment
I have identified a brief segment of the microteaching video to share with
my peers.
I selected a note taker/ facilitator of the session.
I reviewed the clip with my peers.
We completed the collaborative assessment log.
I established a follow- up learning goal and activity.

brought up the topic of reading level and
vocabulary. This topic prompted a discussion
about possible misconceptions students might
have about making predictions. This in turn
reminded them to make more of an effort to
connect to student background knowledge and
to explore how students are making
predictions all the time in their daily lives but
might not call it that.
Phase 4 is most important for developing
and extending insights about one’s teaching.
In this phase, the instructor meets with
peers to complete the Collaborative
Assessment Log (CAL; see Figure 6). The
primary purpose of the meeting is for the
learning. The collaborative process identifies
several things: what worked, what are next
steps, why something worked, and why
specific changes would help. Teachers
benefit from conversations that focus on
why the instructional interaction was or was
not effective. These conversations link
in-the-moment instructional decisions with
student learning.
The specific steps for completing
Phase 4 include:
1. Identify a person to act as the
facilitator, which includes taking notes,
keeping track of the time, and
4. Work together to answer the
questions in the CAL.
5. Save the CAL because it will contain
important notes for ongoing review.
Figure 6 contains the CAL the team
will complete during their meeting.
Concluding Thoughts
Professionals looking to improve their
pedagogy and teaching have much to gain
from microteaching as a collaborative
professional development structure (see
Figure 7 for Microteaching Checklist).
Lack of buy-in to professional development
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instructor to leverage the expertise of peers
to examine what took place during the
lesson and the implications for practice. The
goal is to understand what worked and
develop specific actions to enhance student
supporting the group discussion.
2. Select a brief segment of the
microteaching video for the team to
watch (e.g., 1-3 minutes).
3. Watch the short segment together.
can be a barrier to professionals changing
their behavior or pedagogy; common
complaints from professionals around
professional development are that it is
often “sit and get” or feels irrelevant to their

9
 practice. Microteaching gives professionals
a sense of agency and the opportunity to
hone in a skill of their choice.
Microteaching, as a professional
development structure, allows teams to
build collaborative relationships with an
outcome of improved student outcomes.
DECLARATION OF CONFLICTING
INTERESTS
The author(s) declared no potential
conflicts of interest with respect to the
research, authorship, and/or publication of
this article.
FUNDING
The author(s) received no financial support
for the research, authorship, and/or
publication of this article.
ORCID ID
Stephen D. Kroeger https://orcid.
org/0000-0001-9131-968X
Stephen D. Kroeger, Kathryn Doyle, Christina
Carnahan, and Andrew G. Benson, University
of Cincinnati, Cincinnati, OH, USA.
Address correspondence concerning this
article to Stephen D. Kroeger, University of
Cincinnati, 2600 Clifton Ave, Cincinnati, OH
45221, USA (e-mail: kroeges@ucmail.uc.edu).
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