MPRE212
Becoming a Reflective Educator: Microteaching in Practice

ECTS Value: 4 ECTS

Contact Hours: 20

Self Study Hours: 48

Assessment Hours: 32

 

Overall Objectives and Outcomes

This module on Microteaching and Reflective Practice is designed to equip prospective educators with the skills necessary to critically reflect on their teaching and engage in continuous professional development. Rather than focusing on assessing teaching performance, this unit prioritises self-awareness, adaptability, and the cultivation of a reflective mindset—essential qualities for effective educators.

The module takes a hands-on, practice-based approach, where course participants will plan, deliver, and record a lesson, which will then be uploaded to the learning portal for peer review and constructive feedback. Course participants will also complete a self-evaluation, analysing their own strengths and areas for improvement. The focus is not on delivering a flawless lesson but on using feedback and self-reflection as a tool for professional growth.

As part of this module, learners will also have the opportunity to develop their skills in preparing effective Schemes of Work and Lesson Plans, ensuring structured and purposeful lesson delivery. Additionally, they will be encouraged to integrate Assessment for Learning (AfL) strategies into their teaching practice, using techniques such as questioning, peer and self-assessment, and formative feedback to enhance student engagement and learning outcomes.

The lecture component of this module will provide a theoretical foundation in reflective practice, its importance in education, and key models such as Schön’s Reflective Practitioner, Gibbs’ Reflective Cycle, Kolb’s Experiential Learning, and Jaspers’ Framework. By integrating both theory and practice, this module fosters a deep understanding of reflective teaching as an essential professional skill, preparing course participants to engage in lifelong learning and continuous development in their teaching careers.

By the end of this module, the learner will be able to:

Competences

  • a)Collaborate and engage within a reflective teaching community, providing and responding to constructive peer feedback;
  • b)Devise and structure a comprehensive lesson plan, incorporating clear learning objectives, appropriate teaching strategies, and assessment methods;
  • c)Facilitate and adapt structured lessons that demonstrate pedagogical insight, responsiveness and innovation to different learning contexts;
  • d)Critically evaluate their own teaching practice through self-reflection, peer feedback, and theoretical models of reflective practice;
  • e)Integrate and analyse digital tools effectively to record, analyse, and improve teaching performance as part of an iterative learning process;
  • f)Model professional responsibility by actively engaging in reflective journaling, documenting personal growth, and identifying areas for continuous professional development;

Knowledge

  • a)Critically evaluate key models of reflective practice, including those proposed by Schön, Gibbs, Kolb, and Jaspers, within the context of professional development in teaching;
  • b)Justify the selection of teaching strategies and learning resources that support diverse learners and enhance engagement;
  • c)Evaluate the role of self and peer evaluation in professional growth, highlighting its impact on improving teaching effectiveness;

Skills

  • a)Design structured and theoretically informed lesson plans that align learning objectives, pedagogical strategies, relevant resources, and assessment techniques;
  • b)Demonstrate and justify effective teaching strategies by delivering a recorded microteaching session that reflects sound pedagogical principles;
  • c)Design and utilise relevant teaching resources to support lesson delivery and enhance student engagement;
  • d)Apply reflective models to critically assess their own teaching performance and identify areas for professional growth;
  • e)Employ and interpret peer and self-evaluation effectively to refine teaching practice and demonstrate progress in instructional skills;

Assessment Methods

This module will be assessed through: Microteaching Lesson, Peer Feedback, Revised Microteaching Lesson and Reflective Journal

Suggested Readings

Core Reading List

  1. Beauchamp, C. (2015). Reflection in teacher education: Issues emerging from a review of current literature. Reflective Practice, 16(1), 123–141.
  2. Brookfield, S. (2017). Becoming a critically reflective teacher (2nd ed.). Jossey-Bass.
  3. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Houghton Mifflin Company.
  4. Ghaye, T. (2011). Teaching and learning through reflective practice: A practical guide for positive action (2nd ed.). Routledge.
  5. Mangal, S. K., & Mangal, U. (2023). Master the essentials of micro-teaching: A handbook for teachers. PHI Learning.
  6. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
  7. Winter, R., Buck, A., & Sobiechowska, P. (2000). Professional experience and the investigative imagination: The art of reflective writing. Routledge.

Supplementary Reading List

  1. Geng, G., Smith, P., & Black, P. (2019). Reflective practice in teaching: Pre-service teachers and the lens of life experience. Springer.
  2. Harvey, M., Walkerden, G., Semple, A., McLachlan, K., Lloyd, K., & Bosanquet, A. (2025). Reflecting on reflective practice: issues, possibilities and guidance principles. Higher Education Research & Development, 1-9.
  3. Larrivee, B. (2000). Transforming teaching practice: Becoming the critically reflective teacher. Reflective Practice, 1(3), 293–307.
  4. Paige-Smith, A., & Craft, A. (2007). Developing reflective practice in the early years. Open University Press.
  5. Partin, R. L. (2009). The classroom teacher’s survival guide: Practical strategies, management techniques, and reproducibles for new and experienced teachers (3rd ed.). Jossey-Bass.
  6. Pollard, A., Black-Hawkins, K., Hodges, G. C., Dudley, P., James, M., Linklater, H., Swaffield, S., Swann, M., Turner, F., & Warwick, P. (2014). Reflective teaching in schools. Bloomsbury Publishing.
  7. Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers college record, 104(4), 842-866.
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