
Making microteaching matter
Author(s) -
Jacob Rieker
Publication year - 2022
Publication title -
second language teacher education
Language(s) - English
Resource type - Journals
eISSN - 2752-4663
pISSN - 2752-4655
DOI - 10.1558/slte.20306
Subject(s) - microteaching , mathematics education , teacher education , psychology , dialogic , perspective (graphical) , pedagogy , conceptualization , computer science , artificial intelligence
Microteaching is a core second language teacher education practice. Yet, there is a lack of consensus surrounding what exactly it means to engage in microteaching and how teacher educators can intentionally make this practice relevant for teacher development. Addressing these issues, the present study utilizes Vygotskian sociocultural theory (Vygotsky, 1978, 1986, 1987) to reconceptualize the microteaching simulation as play activity. Contrary to the colloquial understanding of play, a Vygotskian perspective frames play as a serious activity with developmental consequences. Using a novel conceptualization of play as (1) artificial, (2) futureoriented, and (3) mediational, I analyze dialogic episodes from the practice teach, a Vygotskian inspired microteaching simulation embedded within an MA TESL course. I demonstrate how play was co-constructed by the teacher educator, teachers enacting microteaching lessons, and teacher peers, and show how this play led the teachers to become aware of the reasoning behind their pedagogical activities. These episodes illustrate how engagement in the practice teach opened up possibilities for the teachers to function ahead of their current developmental levels through play. Ultimately, a Vygotskian perspective grounded in the value of play offers the potential to reclaim the relevance of microteaching as a meaningful second language teacher education practice.