Abstract
The purpose of this research was to examine the impact of micro teaching practices on preservice science teachers’ self efficacy beliefs towards science teaching. The study was carried out with the volunteer participation of 50 senior preservice science teachers as part of Science Teaching Method course. The data was collected in 2016-2017 spring semester through 14 weeks. Mixed method research design using both qualitative and quantitative research methods guided the study. Science Teaching Self-efficacy Beliefs (STEBI) Scale originally developed by Riggs & Enochs (1990) and adapted to Turkish by Tekkaya, Çakıroğlu & Özkan (2004) was used two times as pre-post test, before and after the investigation. In addition to STEBI, semi structured interviews were conducted to explore preservice teachers’ views about micro teaching practices. The results of the study showed that micro teaching experiences have significant effect on preservice teachers' self-efficacy beliefs.
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