Abstract

Microteaching is an established tool within teacher training that gives students the chance to strengthen their initial teaching skills and allows teacher educators to provide developmental feedback (Bozkurt & Koyunkaya, 2022; Mukuka & Alex, 2024). This presentation shares emerging research that considers undergraduate and postgraduate trainee teachers’ perceptions and reflections of microteaching in their university-based maths sessions. The research explores differing perceptions of microteaching using post-session feedback. Do students value the experience? How do they feel it contributes to their pedagogical content knowledge? Is technology embraced during microteaching sessions or do students avoid it? Does microteaching leave them feeling empowered to stand and deliver in front of a class? Or does it exacerbate any pre-existing anxieties?

Keywords: microteaching; maths; assessment; subject knowledge; feedback