Tasks of microteaching in the context of Bloom's taxonomy

The basic idea of preparing the students of teaching profession is to prepare them for the role of teachers the way that they can their professional knowledge in a creative and critical way to teach their students. The aim of this study is to present selected results of the realized pedagogical research, which was focused on finding out the opinions of experts on the method of microteaching and the subsequent creation of proposals of individual learning tasks as a part of microteaching in the context of Bloom taxonomy. Microteaching seems to be an effective way. The article presents the importance of microteaching as a method aimed at practicing teaching by the students of teaching by various educational methods in short presentations and the subsequent evaluation of the presentation by participating classmates. The student moves in two roles in the individual stages of microteaching, in the role of the pupil, when the student acquires and reproduces the acquired knowledge, forms skills through fulfilling standard and non-standard learning tasks defined by the teacher and in the role of the teacher greater sensitivity of students. Individual educational methods can be realized in practice by different learning tasks. To their creation we used Bloom's taxonomy of cognitive objectives as a means of developing cognitive functions of pupils, which we consider an important and beneficial part of pre-graduate training of the students of teaching. The classification of the main learning tasks within microteaching, such as planning, holding a lesson and evaluation of results, includes six basic levels (categories) divided into lower and higher cognitive processes, i. knowledge, understanding, application, analysis, synthesis and evaluation, with creative activity prevailing for the last two levels. Therefore, we propose to apply those learning tasks into practice and to create learning tasks using the taxonomy of objectives in other areas.