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Using a fivepoint Likerttype scale ranging from “Strongly disagree” to “Strongly
agree”, teachers were asked to determine to what extent microteaching and
microlearning tools were beneficial in improving their teaching skills and fill out the
questionnaire accordingly (Vagias, 2006). The trainees claimed (3.5/5) that
microteaching proved to be very constructive in improving their teaching skills which
in turn defined microteachings’ effect as beneficial (Chart 1). This outcome is in
agreement with the literature review (Ralph, 2014; Remesh, 2012; Mergler & Tangen,
2010; Fernandez, 2005) and specifies the importance of microteaching as a useful tool
for teacher training.

Furthermore, the participants in this case study were asked to determine to
what extent video recording was useful in the microteaching situation. The trainees
claimed (3.5/5) that it was a useful procedure. Finally, the trainees were asked to
evaluate the significance of microteachings’ effect on certain aspects of teaching.
Bearing in mind the conclusions of the qualitative research and also the literature
review (Saban & Çoklar, 2013; Amobi & Irwin, 2009; Fernandez & Robinson, 2006), the
present case study focused on five main aspects: lesson planning, learning time
management, verbal and nonverbal interaction between teachersstudents, classroom
management skills and use of pragmatic teaching techniques. More particularly, as far
as lesson planning is concerned, the participants gave 5 out of 5 (100%) Another critical
factor in teacher training is the time management. According to the participants in this
research (4/5), microteachings’ effect is very important on this factor, as a practice
through microteaching helps teachers to become familiar with time management
(Chart 1). Another important parameter in modern education is the use of pragmatic
teaching techniques and microlearning tools that actively engage the students and
make the learning procedure more studentcentered. The trainees claimed (4.5/5) that
acquired practice through microteaching has a very significant effect on the use of
pragmatic teaching techniques and microlearning tools. Lastly, classroom
management is another beneficial aspect of modern teaching, as it is strongly
correlated to the foundation of an appealing and creative learning environment.
Microteaching offers the chance to practice classroom management skills in a safe but
artificially created environment. According to the participants (4/5), microteachings’
effect is prominent. Effective verbal and nonverbal interaction between teachers and
students is a key element in modern teaching. As indicated below (Chart 1), teachers
believe (4/5) that microteaching has a very crucial effect on this aspect, as they boost
teachers’ ability to interact successfully. Video recording of microteaching seems to be
another important aspect that contributes to this feedback. Teaching in an e-learning
platform gives the opportunity for selfimprovement as the teaching assistants claimed
(4/5) that they can watch the recorded lecture and learn something from their
teaching (online) methodologies and also identify some flaws in their teaching style.
The trainees found (4.5/5) some change or improvement in their teaching
methodologies when they taught the second group. All the participants claimed (5/5)

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