Abstract

The aim of this study is to explore whether there is a difference between the student teachers’ opinions about in-class teaching skills before and after applying micro-teaching. This study was carried out with the participation of second-year students of the Child Development Program of a Vocational School in the full term of 2005 - 2006 academic years. The opinions of the student teachers about in-class teaching skills were obtained via a questionnaire consisting of 31 items. In the opinions of the student teachers, regarding 25 items out of 31, significant differences were observed before and after micro-teaching applications. Following micro-teaching activities, while self-confidence of the student teachers and their in-class teaching skills increased, their concerns about classroom management were observed to dissipate.

Key words: Teaching strategies, micro-teaching, children with mental disabilities, teacher training, teaching skills.