Teacher education is a process in which student teachers are trained to gain theoretical field knowledge and practice-oriented teaching knowledge. In practice oriented side, student teachers are trained to teach efficiently through various teaching practices. Microteaching applications among such practices are implemented for the purpose of preparing qualified teachers and providing student teachers with the opportunities to explore teaching strategies and develop novel teaching techniques (Akalin, 2005; Eick, Meadows, & Balkom, 2005). Microteaching applications are also expected to allow student teachers to have experiences before they involve in teaching practice in their future occupations (Ismail, 2011).Microteaching was originally developed by Dwight Allen and his colleagues in the early 1960's (Rather, 2004). Microteaching is widely used in teacher training process to expand the scope of student teachers by mastering the teaching practice. In a simulated setting, student teachers are exposed to condensed teaching situation practice systematically for developing teaching experiences for natural classroom environments (Amobi & Irwing, 2005; Busher, Gunduz, Cakmak, & Lawson, 2014). It is generally agreed that microteaching promotes practical teaching experiences (Remesh & Memorial, 2013), prepares student teachers to gain perceptions of appropriate teaching skills, encourages them to become effective and reflective in teaching profession (Akalin, 2005; Cakir, 2000; Eick et al., 2005), and shapes student teachers' professional growth (Honigsfeld & Schiering, 2004). Further, microteaching offers opportunities for student teachers to practice what they have learnt in theory, to examine different teaching techniques and styles, to prepare materials, to improve teaching repertoire, and to design lesson plans in a systematic way (Arends, 2000; Benton-Kupper, 2001).Microteaching stages in which all aspects of teaching action are implemented within a cycle comprise teach, review, reflect, and re-teach (Arends, 2000; Harmer, 2007). In this cycle, a micro lesson is initiated by teaching stage. While teaching, student teachers who are observed by their classmates and educator/s follow a pre-designed lesson plan; then, the micro lesson is discussed for evaluating student teachers' performance. By observing what others do, student teachers can decide on how they will perform their own microteaching lessons with immediate feedback in a simulated environment (Mergler & Tangen, 2010). In re-teaching stage, student teachers re-teach the lesson with regard to the suggestions offered in the discussion stage.Microlesson and Preparing Lesson PlansIn the primary stage of micro lessons, lesson plans in conformity with the lesson cycle are designed. A number of studies reveal that microteaching is an effective means of improving student teachers' teaching skills and pedagogical planning capabilities through designing lesson plans (Arends, 2000; Demirel, 2004; Wallace, 1991; Yeany, 1978) and a tool of continuous training applicable at all stages of the teaching profession (Kaustuva, Santoshi, & Abhijit, 2015). In a study carried out by Fernandez (2010), it is stressed that preparing lesson plans has led to growth in participants' knowledge of teaching when supported with meaningful discussion, planning, and practice as well as feedback from others. Despite devoting themselves to follow the previously prepared lesson plans, student teachers can learn how to divert from their lesson plans in some unexpected situations and make decisions when necessary. In this respect, microteaching practices are the occasions for student teachers to experience how to make modifications in the sub-divisions of a lesson plan when any problem is encountered (Cocgun Ogeyik, 2009; Tuluce & Cecen, 2016).Microteaching Practices and EvaluationFor evaluating microteaching practices, two associated components are generally included into the sessions: videotaped micro lessons and feedback on videotaped teaching (Umeh, Mogbo, & Nsofor, 2015). …