Microteaching is more effective

Microteaching is most effective during preparation for teaching practice, as a rehearsal that builds specific skills before real classrooms.

It lets a trainee isolate one skill, teach a short scaled down lesson and refine it through feedback beforehand.

Using it during teaching practice is too late, since the trainee is already handling full classes and full content.

Using it after teaching practice loses its purpose, because the training should precede actual performance.

Doing it always is impractical and ignores that microteaching is a preparatory training device, not a routine method.

Microteaching began at Stanford University in 1961 and works on a teach, critique, reteach cycle.