| Abstract: | Many claims have been made for the effectiveness of microteaching programmes but, although there is evidence that they can be successful in ‘teaching laboratories’, the use of criteria relating to classroom performance gives results which cast doubts on some of the assertions which have been made. Behavioural approaches are being called into question to an increasing extent, and there seems to be a growing belief that a ‘cognitive perspective’ might make an important contribution to an underlying rationale. But, whatever theoretical base is chosen, the validity of the microteaching programme and its transfer‐value to the classroom remain important, but relatively unstudied, areas of research |
