Abstract:

The quality of education is significantly dependent on the quality of teachers. In the teaching environment, to define the objectives and appropriate behaviors, to arrange the environment where these will take place and the quality of the teacher who takes the responsibility of assessing these dimensions depends on the teaching skills that the teacher will gain in pre-service and in-service training. In order to get these skills gained, and accordingly, improve the quality of teacher education, the basic form of micro-learning as part of an experimental program was originally developed at Stanford University in the 1960s. The aim of the study is to determine the role and benefits of micro-learning in teacher education. In accordance with this purpose, the approaches related to micro-learning in foreign literature have been revealed; the stages, benefits, limitations and what the most appropriate guidelines for the best use of this technique might be, will be focused on in this study. In our country, it is compulsory to provide the suitable environment both in teacher education institutions and teacher employing institutions for the use of micro-teaching technique in teacher education in which the quality aspect has recently gained importance. Such an environment will provide the teacher to gain the required roles and behaviors of the profession in pre-service period and will make the teacher ready for the profession

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