This paper reports the results of an investigation into possible determinants of students’ attitudes to micro‐teaching. Two main facets are examined, namely the personality of students, and the location of microteaching within the overall training programme. No significant correlations were found between the incidence of extroversion and neuroticism among students, and their reactions to microteaching. It is concluded that the positioning of microteaching in relation to classroom practice may be a more important determinant of student attitude to microteaching than the personality of the students involved.
|Journal||Innovations in Education and Training International|
|Publication status||Published - 1979|