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Microteaching networks in higher education

Sonia Santoveña-Casal (Department of Didactics, School Organisation and Special Didactics, National Distance Education University (UNED), Madrid, Spain)
Javier Gil-Quintana (Department of Didactics, School Organisation and Special Didactics, National Distance Education University (UNED), Madrid, Spain)
José Javier Hueso-Romero (Department of Didactics, School Organisation and Special Didactics, National Distance Education University (UNED), Madrid, Spain)

Interactive Technology and Smart Education

ISSN: 1741-5659

Article publication date: 10 January 2023

Issue publication date: 18 January 2024




Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5–20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database.


This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis.


Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections.

Research limitations/implications

This research’s limitations concern either aspects that lie beyond the study’s possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century.


This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.



This paper is based on the work carried out by the research project “Media Literacy for All (2020) YouVerify” (LC – 01648381) (Comisión Europea).

Funding: This work was supported by the Vice-Rectorate for Internationalisation of National Distance Education University (UNED), through the Europe+ Call for Proposals 2020 (GE0003185).

Availability of data and material: The data used and/or analysed in the current study are available from the authors upon request.

Conflicts of interest: There were no conflicts of interest in this research.


Santoveña-Casal, S., Gil-Quintana, J. and Hueso-Romero, J.J. (2024), "Microteaching networks in higher education", Interactive Technology and Smart Education, Vol. 21 No. 1, pp. 149-167.



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