Enseñar a enseñar: estudio de una actividad de microteaching con herramientas TIC en la formación inicial del profesorado de ciencias

Abstract

Microteaching is a valuable technique for training future teachers in a controlled environment. Implemented in the University of Barcelona’s Preservice Science Teachers master’s program, it aimed to develop communicative skills and promote self-assessment through peer feedback and self-reflection. Participants delivered a 5-7-minute microteaching session on a high school chemistry topic. Peers conducted qualitative and quantitative evaluations using ICT tools, with qualitative assessment employing the two stars and a wish technique. The quantitative data was statistically analyzed to detect severity and leniency biases. In addition to peer assessment, students self-assessed their sessions, reflecting on preparation, time management, practical examples, addressing student needs, and classroom interaction. They appreciated learning from peers and receiving constructive feedback. Qualitative feedback was valued more than quantitative, but identifying biases was considered helpful to maintain a balanced approach when assessing and enables improvement in teaching and learning quality. Microteaching activities combined with formative assessment and self-reflection effectively enhance teaching and communication skills. They also promote self-assessment and encourage learning as prospective teachers by allowing them to learn from each other, receive constructive feedback, and examine their strengths and areas for improvement, including overcoming excessive severity or leniency as evaluators.