Pedagogical Implications of a Microteaching Training Workshop

Abstract

This study reports on the impact of a three-day professional-development workshop on effective teaching that was attended by 90 male and female faculty members from the University of Dammam, Saudi Arabia (25 faculty pursued the microteaching session). A narrative approach was employed to answer the research questions concerning the workshop's impact on participants' teaching practices and on students' learning. The researchers found that the three-day workshop was very effective in helping to improve the faculty and the institution through high-quality teaching and classroom experiences, which in
turn will lead to higher levels of student achievement.