التدريس المصغر

Abstract

We can consider 1963 as the year of birth of this method, which will witness the establishment of the first micro-learning laboratory in the Department of Teacher Education at Stanford University in America. The teacher preparation department at this university faced the problem of the reluctance of graduates who were prepared to teach to study in the department to obtain a degree Educational rehabilitation, which prompted some professors in this department to search for methods that satisfy the needs of the trainees and make them attractive to the training courses to practice teaching. Regarding the backgrounds of the birth of this method, Wasif Aziz (1999) argues that the emergence of micro-teaching goes back to the belief that was prevalent among university graduates in the sixties. Since the last century and their success in arts colleges in the United States, they did not benefit from the studies they received to prepare them for the teaching profession. This was the opinion of Allen, one of the early pioneers of minor teaching. Teachers were critical of the education they received during their preparation for service or during service, and considered them responsible for not providing them with the necessary skills to ensure that their students reach the required level of achievement. Perhaps the most important justification for these criticisms lies in the tendency of the traditional model in preparing teachers to be verbal and pay attention to the cognitive aspect, as well as the lack of Integration between theoretical studies, practical experiences and the experimental aspect. Criticism was directed at practical education for its insufficiency, and this was coupled with what some educational researchers admitted that the research that took place over half a century on teaching and learning did not have the slightest impact on the interaction taking place inside the classroom, as MacDonald (1973) suggested. He is the second person who was credited with establishing microteaching, to researching its theoretical foundations, and he believed that teacher preparation programs should be viewed as behavior modification systems, designed to modify complex systems of behavior to suit diverse learning problems.