A Study on the Effectiveness of Peer Microteaching in a Teacher Education Program

Abstract

This is a qualitative study conducted with 39 prospective teachers during the 2005‐2006 and 2006‐2007 academic years. The views and suggestions of the prospective teachers on the effectiveness of peer microteaching method were collected through face‐to‐face interviews. Prospective teachers stated that during the peer microteaching practices, their self‐confidence improved, they found the chance to observe themselves while gaining experience. Finally, the participants concluded that practice helped reduce level of the first‐time teaching anxiety.