Micro-teaching and autoscopy as elements of teaching evaluation, from theory to practice

Abstract

The various training and teacher evaluation procedures currently presented fail to respond to the questions raised by the current case in education. Therefore, this article aims to analyze and establish a global vision on micro-teaching and autocopy as an element of teaching assessment. This work, carried out through a systematic review of literature based on substantiated theory and the analysis of content as methodological axes, brings to the reader an approximation of a technique of self-evausing teaching that results in the observation of the methodology used in the classroom and how to improve such action. The main conclusions of this work can be established that these techniques propose a path of training, both at the initial and continuous level of the teacher.