International Journal For Multidisciplinary Research

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Digital Micro-Teaching Models for Teacher Education: Effectiveness and Challenges

Author(s) Dr. Samir Kumar Mahato
Country India
Abstract The conceptualization and usage of micro-teaching have undergone a key transformation in the teacher training programs, especially following the digital revolution in the education sector. The prevalent micro-teaching paradigms of discrete teaching skills through Interaction Analysis, as espoused by Flanders, and the original paradigm created by Allen and Ryan, were closely associated with the face-to-face practice of discrete teaching skills through immediate supervisor and peer feedback. The introduction of electronic platforms, online courses, artificial intelligence-controlled technologies of feedback, and technologies with immersive simulation has significantly altered the procedure of micro-teaching. This article discusses the structural characteristics, the value of pedagogy, its effectiveness, and the emerging challenges associated with digital micro-teaching in modern concerns on teacher education. The following hypothesis is proposed: based on the changes outlined in the National Education Policy (NEP) 2020, the burning pace of the emergence of technologies, and the cumulative amount of the existing empirical data on the subject of teacher education, in general, the fast, scaled, and data-intensive environment can be viewed as rather flexible and data-driven. Meanwhile, technological anxiety, inequality in access to the digital infrastructure, and the necessity that the implementation of digital technology should be ethical and privacy-conscious, not to mention the diminishing relational and affective aspect of the teacher-learner relationship, constitute significant challenges. The article concludes with the evidence-based policy recommendations, institutional practices, and recommendations for further research.
Keywords Digital Micro-Teaching, Video-Based Feedback, National Education Policy 2020, AI-Assisted Simulation, Digital Pedagogy, Reflective Practice.
Published In Volume 7, Issue 6, November-December 2025
Published On 2025-11-30
DOI https://doi.org/10.36948/ijfmr.2025.v07i06.61996
Short DOI https://doi.org/hbdspk
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