Towards productive reflective practice in microteaching

This paper details a small-scale, research study into lecturers' perceived impact of microteaching within a postgraduate certificate in teaching in higher education in Ireland. Participants engage on the programme for a range of reasons: to broaden expertise and knowledge beyond the disciplinary boundaries within which they primarily operate; to build on and develop their scholarly profiles; and to reflect on their teaching experience to date. Participation in microteaching has provided a sense of validation for much of what these lecturers do and how they do it, which has resulted in ongoing critical reflection and peer discussion. Although initially giving rise to anxiety among some participants, microteaching has led to greater self-awareness and increased confidence in participants' own ability and expertise, and a reaffirmation of their teaching style and practice. There is a role for academic developers to support lecturers to be reflective and reflexive in order that they can create their own professional knowledge. The microteaching sessions provided an opportunity for the lecturers to gain insights into their teaching role, engage in dialogue and become more reflective about their practice. It is believed that this is a welcome addition to the professional life of a lecturer. [ABSTRACT FROM AUTHOR]; Copyright of Innovations in Education & Teaching International is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)