This book on a rather widely known but less widely applied technique for teacher education is intended both to inform those people who are unfamiliar with microteaching and to caution those who see it as a final answer to teacher training. The first chapter provides a working definition of microteaching; surveys its importance in supervision, research, and other areas; and evaluates its potentials and problems. The second chapter presents the component-skills approach to a mastery of teaching skills and demonstrates the value of the model-oriented technique. The elements of microteaching (e.g., video tape recordings, patterns of training) and the structuring of a microteaching program are discussed in the third chapter. Chapters four and five take up the specific advantages and drawbacks of microteaching for pre-service and in-service teacher training programs. The importance of microteaching for specialized situations--teaching in the inner city, training elementary teachers, teaching in liberal arts colleges, training Peace Corps and Teacher Corps volunteers, and micro-counseling--is evaluated in chapter six. The conclusion presents ways in which microteaching can be of value in educational research. (A short bibliography and an article on evaluation techniques for master teachers are appended.) (LH)