An interdisciplinary analysis of microteaching evaluation forms: how peer feedback forms shape what constitutes ‘‘good teaching’’ Marie Annette Vander Kloet a * and Brige Paul Chugh b,{ a McMaster University, Hamilton, Ontario, Canada; b University of Toronto, Ontario, Canada (Received 21 November 2011; final version received 4 June 2012) Microteaching, a standard method for developing teaching skills, places high importance on peer feedback, which is guided by post-session feedback forms. This paper focuses on how feedback forms can shape what becomes understood as important to teaching. A sample of 10 microteaching evaluation forms drawn from North American postsecondary education institutions were examined using both qualitative and quantitative methods. Through a mixed-methods, interdisciplinary approach combining quantitative form classification based on distinct teaching elements with qualitative analysis drawing on Foucauldian and post-structural feminisms, key challenges are identified in the way that peer feedback forms may shape perceptions of what constitutes ‘‘good teaching’’. We interpret that the close attention paid to the management of the body and the disproportionate focus on presentation and style may foreclose other modes of teaching beyond a conventional lecture-based class. This leads to a discussion on the ways in which the evaluation forms can be enhanced to provide a more effective educational tool. Keywords: microteaching; peer evaluation; postsecondary teacher training; interdisciplinarity; pedagogy Introduction This paper examines microteaching through analyses of feedback forms used in teacher training amongst new postsecondary teachers (including graduate students and faculty). We draw from and contribute to studies of peer teaching evaluation methods by focusing on how forms contribute to shaping what is perceived to be valuable and meaningful to teaching. We employ mixed methods in order to build interdisciplinary scholarship more broadly and to model creative methods of undertaking scholarly analyses in educational research. Microteaching and its forms We first encountered ‘‘microteaching’’ as part of a larger graduate student teaching development programme. Although originating in pre-service teacher training 1 , this mode of teaching development has seeped into a vast spectrum of *Corresponding author. Email: marie.vander.kloet@gmail.com (preferred); vandema@mcmaster.ca (alternate) { Both authors contributed equally to this work. Educational Research and Evaluation Vol. 18, No. 6, August 2012, 597–612 ISSN 1380-3611 print/ISSN 1744-4187 online Ó 2012 Taylor & Francis http://dx.doi.org/10.1080/13803611.2012.704171 http://www.tandfonline.com