Social Categorization on Perception Bias in the Practice of Microteaching

Jon Chao Hong, Ming Yueh Hwang*, Chow Chin Lu, Chi Ruei Tsai

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)


Microteaching has gained considerable attention for its effectiveness in rapid and contextual training in professional development programs. However, the interpretive quality of the teaching demonstration and peer feedback may influence individuals’ attribution and self-correction, leading to ineffective learning. In this study, a microteaching workshop in a professional development program for 78 elementary school science teachers was investigated. The results showed that the effectiveness of microteaching was negatively affected by participants’ perception bias due to social categorization. Moreover, it was indicated that the participants’ perception of the in-group and out-group, classified by the degree of the individuals’ science knowledge, fostered social categorization. Participants tended to experience perception conflicts caused by their inability to see personal faults, and a typical perception bias of “seeing one’s own strengths and seeing others’ shortcomings” was more frequently recognized in the out-group. These results converge to highlight the importance of social categorization in perception bias relevant to microteaching.

Original languageEnglish
Pages (from-to)185-201
Number of pages17
JournalResearch in Science Education
Issue number1
Publication statusPublished - 2017 Feb 1


  • Analogical thinking
  • Inductive reasoning
  • Microteaching
  • Perception bias
  • Social categorization

ASJC Scopus subject areas

  • Education


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