Reconceptualising Microteaching as Critical Inquiry

A number of papers in this journal have suggested that there is still a place for microteaching, albeit located within models of teaching. This paper argues that, while we have learned much from the use of video with a microfocus, we must move beyond the normalising that results from process‐product approaches which lead teachers to ignore the transactional nature of knowing as a personal, political and social act. One teacher educator's journey from traditional microteaching towards microteaching as critical praxis is examined as work in progress.