Making microteaching matter
A playful Vygotskian reconceptualization
DOI:
https://doi.org/10.1558/slte.20306Keywords:
SECOND LANGUAGE TEACHER EDUCATION, MICROTEACHING SIMULATION, PLAY, VYGOTSKIAN SOCIOCULTURAL THEORYAbstract
Microteaching is a core second language teacher education practice. Yet, there is a lack of consensus surrounding what exactly it means to engage in microteaching and how teacher educators can intentionally make this practice relevant for teacher development. Addressing these issues, the present study utilizes Vygotskian sociocultural theory (Vygotsky, 1978, 1986, 1987) to reconceptualize the microteaching simulation as play activity. Contrary to the colloquial understanding of play, a Vygotskian perspective frames play as a serious activity with developmental consequences. Using a novel conceptualization of play as (1) artificial, (2) futureoriented, and (3) mediational, I analyze dialogic episodes from the practice teach, a Vygotskian inspired microteaching simulation embedded within an MA TESL course. I demonstrate how play was co-constructed by the teacher educator, teachers enacting microteaching lessons, and teacher peers, and show how this play led the teachers to become aware of the reasoning behind their pedagogical activities. These episodes illustrate how engagement in the practice teach opened up possibilities for the teachers to function ahead of their current developmental levels through play. Ultimately, a Vygotskian perspective grounded in the value of play offers the potential to reclaim the relevance of microteaching as a meaningful second language teacher education practice.
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