Shifting images of teaching in student teachers’ talk about microteaching

Abstract

The current study investigated the images of teachers and teaching—ideas about what it meant to teach and be teachers—that emerged in student teachers' talk about a microteaching activity within a practicum course. Case studies of three student teachers are presented, which demonstrate how talking about microteaching led to reflection on their own teacher identities and transformations in some student teachers’ images of themselves as teachers. Such reflection, which goes beyond consideration of what happened and why, is encouraged as a follow-up to microteaching activities.