Adnan KÜÇÜKOĞLU, Erdoğan KÖSE, Adnan TAŞGIN, Burak Yasin YILMAZ, Şeyma KARADEMİR
This study was designed to examine the opinions of pre-service teachers on the effect of micro teaching practices on teaching skills. The study, which was modeled with the pretest-posttest control group experimental design, constitutes the study group of 40 teacher candidates attending the third grade at Atatürk University Kâz?m Karabekir Education Faculty, Primary Education Department, Preschool Education Department in the spring semester of 2009-2010. The data of the study were collected through the Form for Determining the Difficulties in the Teaching Process developed by Kazu (1996) in order to determine the opinions of the teacher candidates about the difficulties they faced in the teaching process. Arithmetic mean, standard deviation, independent groups t-test in data analysis, One-way analysis of variance and covariance analysis was used to determine the effect of teaching practices on students' post-test scores. From the findings of the research, it was understood that in the process of exhibiting their teaching skills, pre-service teachers who had micro-teaching experience faced less difficulty than pre-service teachers who did not have micro-teaching experience. According to this result, micro teaching practices have a positive effect on teacher candidates' teaching skills.
