There are 3 phases of microteaching.

Knowledge acquisition (pre-active phase)

This is the primary stage where trainee teachers acquire knowledge for teaching skills. The trainees are presented with lectures, presentations, and demonstrations about teaching. Moreover, they explore, debate, and recognise the teaching procedures.

Skill acquisition (interactive phase)

This is the six-step process discussed above. In this stage, the trainee has to exercise all the skills gained. The trainee plans a small lesson to exercise one skill with a supervisor in a small class. The trainee replans and reteaches the lesson until the skill is improved.

Transferring phase (post-active phase).

In this stage, the trainee can teach a class full of students without a supervisor. This stage is crucial, as the teacher can demonstrate their microteaching skills and insights to the students.

Application of ICT in education

Information and Communications Technologies are infused into education today. Educational technology has shifted the learning process from traditional classes to online learning. Teachers and students should be digitally literate to make online learning efficient. ICT tools are presented in the classroom to make the lesson more engaging and interactive. However, the application of ICT in education is not easy. There are four stages of ICT integration.

1. Emerging. Schools are introduced to ICT. They familiarise themselves with ICT and start exploring the tools.

2. Applying. Schools already understand how to use ICT tools, e.g. for administrative tasks.

3. Infusing. The ICT tools integrate into the curriculum and enter the classrooms.

4. Transforming. Expertise in ICT tools leads to the transformation of the educational environment. Education today relies on this transformation to make learning engaging and interactive.

Sources:

Anwaar Ahmad Gulzar, ‘Micro Teaching Cycle’ (Educare, 9 February 2015) https://educarepk.com/micro-teaching-cycle.html

Dhananjoy Sutradhar, ‘Phases of Teaching: Pre-active, Interactive and Post-active Phase’ (YourSmartClass, 4 March 2023) https://yoursmartclass.com/phases-of-teaching-pre-active-interactiveand-post-active-phase/

Ekramul Hoque, ‘Phases of Teaching-B.Ed. Notes’ (EducereCenter) https://educerecentre.com/phasesof-teaching/

Harappa Blogs, ‘What Is Micro-Teaching’ (Harappa, 11 February 2022) https://harappa.education/harappa-diaries/introduction-skill-in-microteaching/

Kavya Baburajan, ‘Micro teaching’ (GoogleSites) https://sites.google.com/view/micro-teachingkavya/text

Shyamal Majumdar, ‘Modelling ICT Development in Education’ (Unevoc-Unesco) https://unevoc.unesco.org/fileadmin/up/modelling_ict.pdf

Steve Kennewell et al., ‘Interactive Teaching and ICT’ (Welsh Journal of Education, 29 July 2009) file:///C:/Users/ker-a/Downloads/wje-285-tanner.pdf

PhysicsCatalyst, ‘Phases of teaching’ (PhysicsCatalyst, 11 January 2019) https://physicscatalyst.com/graduation/phases-of-teaching/?utm_content=cmp-true

ICT tools can help teachers enormously in the phases of teaching discussed above.

Lesson planning, tasks, and assessments become easier with ICT tools. Teachers can store online objectives, presentations, and other materials to showcase in the classroom.

Research suggests that integrating ICT in schools makes learning more interactive. ICT tools help teachers showcase presentations, illustrations, videos, or recordings live in the classroom.

The learning materials are stored in the cloud or on other platforms. The teachers can group the learning materials and share them with the students. Tasks, activities, tests, and feedback are shared instantly online.