Collaborative microteaching: An innovative approach leading to improved real classroom teaching

A new scaled-down teaching practice approach in small class size and time called micro-teaching prior to real classroom teaching was introduced by student teachers in a collaborative form in the College of Education, Eritrea to see its effects on real ground of school teaching, Eritrea. Teaching skills, classroom management and professional ethics were the focusing areas under the present study. Much improved teaching areas with skillful art among student teachers were preparing and following lesson plan (92%), developing confidence (77%), presenting lesson in an organised way (72%), professional personality with behavior (71%), punctuality (68%) and other necessary activities and responsibilities observed by the present study after two weeks experience of independent teaching in schools initiated through collaborative micro-teaching as the root drive. However, classroom management abilities under much improved category were only 36% due to big challenge of class size difference between real class and micro-teaching class.