Abstract
The present contribution examines a tool for teacher training: microteaching. Microteaching – a technique de-veloped in the 1960s at Stanford University as a professional development practice for teachers and as an edu-cational research tool – is a simple and ‘old’ idea, but one that can foster processes of reflectivity, self-analysis and peer-analysis in teaching, teacher training and self-training. The research presented in this contribution is a multiple case study and involves two large, heterogeneous groups of teachers at vocational schools who were in-volved in assessment procedures for confirming their professional status. From the analysis and discussion of the case study, a pedagogical reflection on the practice of peer microteaching is proposed, as a tool to promote reflectivity and to make teaching visible and, consequently, as an opportunity to learn how to improve one’s own teaching.