Abstract:

The efficient teaching and the reflexive one were long recognized as desirable purposes of teachers’ training programs. Several studies demonstrated that simulated experiences inside university paths are suitable means to achieve that aim to have prepared teachers to become efficient and reflexive teachers. One of the methods more common to provide experience for teachers in training is microteaching.

The video-registration and the methodologies that use of it are increasingly used in the professional training of future teachers. The teacher's professionalism requests, in addition to theoretical or disciplinary knowledge, the ability to mobilize knowledge to organize effective responses to complex and relevant problems and the ability to reflect on one's actions. It is necessary that during the university course the teacher in training acquires specific competences and self-reflective abilities.

Dewey (1965), Grossman and McDonald (2008) support how in the initial training teachers have to approach to the practice so that they realize intense and targeted actions to experiment aspects of practice and to learn from that experience. They suggest to look back and to rethink appropriate simulated approaches to create direct experiences but in a safe context. A pedagogic approach that possibly satisfy these recommendations is microteaching, that combine experiment and reflexive analysis.

This contribution introduces a methodology for the creation of training experiences centered on the use of video recording and for the collection of data on the effect of the video on the learning of future teachers.

We present the results of a research in the academic year 2018-2019 that involved 280 students of the third year in the Course of Primary School Science of University of Palermo.

The aim is to study the effect of microteaching on the development of teaching skills of future teachers. The research investigates whether and to what extent the students, at the end of the proposed training course, believe they have acquired the ability to reflect on their inclusive actions and on the ability to manage the class in the presence of a problematic educational situation.

The analysis of registrations, as well as of questionnaires, where participants described their perceptions about activity and explained how they approached the task, reveals that microteaching simulates a performance or an acting in the classroom, allowing to a larger extent than a direct teaching to reflect, analyse and re-elaborate what they did, because it allows to view several times and to analyse better the own behaviour.

This research aims to necessity to support diffusion of innovative didactic protocols, founded above participated and reflexive training of future teachers and aimed to inclusion of all the individuals involved in learning process.

Keywords:

Teachers’ training, professional development, video registration, microteaching, reflective capacities, inclusive action.