The Use of Video-Tape Recording and Micro-Teaching Techniques to Improve Instruction on the Higher Education Level.

Video recordings provide an authentic feedback of classroom interaction, and microteaching a systematic method for analysis of these tapes and the acquisition of special teaching skills. Their combined use in teacher education has resulted in improved teacher-classroom interaction at the college level. The development of individual and group models motivates self-improvement in teaching strategy. Often, the psychological impact of self-confrontation causes a beneficial classroom behavioral change. Participatory attitudes, feedback mechanisms, and the feasibility of taping with portable equipment were examined in phase one of this study. In the second phase, tapes of engineering courses were analyzed. Senior and junior faculty members submitted to a minimum of six tapings during a semester with semi-professional equipment. Problems were encountered in the deployment of taping units and general logistics. Recommendations are that to reduce faculty anxiety, no administrative use should be made of the tapes without consent; that use of one-inch tape should be continued; and that taping and teaching activities should be coordinated. A list of equipment and a taping schedule are included. (TI)