Abstract
Abstract The article reports an experiment on microteaching and classroom performance which examined the relationships of extroversion, anxiety and teacher‐training methods. The implications of previous research that there are disordinal interactions between specified methods of instruction and extroversion were investigated in the context of methods of preparation for classroom teaching. An analysis of the effects of anxiety on learning to teach was also made. The influence of personality and methods of teacher training on classroom teaching performance was followed up after a two year interval. An examination of which aspects of teaching can be acquired indirectly and which require direct experience and feedback is presented in addition.
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