Abstract
Microteaching is a training practice that enables educators to develop and refine their teaching skills through micro-lessons, that is to say short teaching scenarios focused on specific aspects of the teaching process. This study explores the application of microteaching for Content and Language Integrated Learning (CLIL) teacher training through an empirical investigation conducted within a CLIL methodology course at the Università Cattolica del Sacro Cuore. The research was carried out in two phases. First, data were collected through a questionnaire administered to teachers participating in the training course. In the second phase, a corpus of video-recorded micro-lessons conducted by trainee teachers was analyzed. The study aims to examine participants’ metacognitive awareness regarding the teaching strategies employed and their perceptions of the effectiveness of microteaching as a training method.
Keywords
Metodologia CLIL, microteaching, formazione degli insegnanti