Micro-teaching at the University of Malta

Abstract

This chapter describes the micro-teaching sessions developed in relation to two programmes for teachers following the CARE/SS courses in Malta. It describes the tasks given to teachers and the different outcomes and types of presentations, as well as the teachers’ own assessment of these tasks. The chapter begins with a discussion of micro-teaching within the context of continuous professional development courses for teachers and then focuses on the micro-teaching sessions developed by the University of Malta CARE/SS team and teachers. Microteaching helps teachers refine skills such as the use of digital technologies and receive immediate, constructive critique from peers and academics, enabling them to reflect on their practice. One of the advantages is the safe, supportive environment in which they are held. In Malta, the two classes were actually quite small, which meant that the setting provided a lowrisk environment where teachers could experiment with new teaching methods and techniques without the fear of failure. While this supportive setting fostered creativity in teaching, some sessions tended to be more like traditional presentations. In one of the courses in Malta, the micro-teaching sessions also facilitated peer learning, collaboration, and interdisciplinary learning, as teachers from different arts subjects approached topics from their specific perspectives. The chapter analyses the two courses critically, understanding how tasks could have been further improved.