Abstract:

Because attitude is an important factor on individual behaviors, pre-service teachers’ professional attitudes may impact their decisions and future classroom practices. Professional attitudes may change with an increase in teaching experiences. This study aimed to investigate the effect of micro teaching practices on pre-service science teachers’ professional attitudes through a teaching method course. In view of Solomon four-group experimental research design, two experimental and two control groups were randomly assigned. The first researcher taught one experimental group and the co-lecturer instructed to the other experimental group to avoid the researcher partiality. The sample of the study was randomly selected from senior pre-service science teachers at Ahi Evran University and Selcuk University. “Attitude Scale toward Teaching Profession” developed by Ozgur (1994) was used to collect data. SPSS 15.00 was used for analyzing the data. The findings showed that teaching profession post-test scores of experimental groups in which micro teaching practices were performed significantly differed from control groups.

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