Abstract
This study sought to develop a model of improvised microteaching technology that can be deployed for the success of teacher education programmes in moments of fiscal deficit and equipment down time. Using a single video camera to improvise a video technology based microteaching laboratory, the study analysed the impact of video feedback on trainee teachers self confidence, quality of voice level in delivery of instruction, overall improvement of teaching skills and the inherent challenges. The study revealed that the improvised single camera model of microteaching is less technology intensive, cost effective, and a result oriented model of microteaching programme. With the challenge of high waiting time resulting from the use of one camera and the need for alternative source of electricity supply, it is recommended that the model be applied in the teacher education institutions with proper planning.
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