The aim of this study was to experimentally investigate the effect of micro-teaching on pre-service classroom teachers’ teaching knowledge and skills and determine their views of micro-teaching activities, and their perceptions of the concepts of “student” and “teacher” through their mind maps. The study sample consisted of 13 senior pre-service classroom teachers. Embedded mixed methods design was used. The study consisted of two parts: quantitative and qualitative. In the quantitative part, a one group pretest-posttest experimental design was used. In the qualitative part, phenomenology was used. In the quantitative part, data were collected using the Micro-Teaching Assessment and Observation Form (MTAOF) (a self-assessment and peer assessment form). In the qualitative part, data were collected using a focus group semi-structured interview form and mind maps generated by pre-service teachers. MTAOF and peer assessment results showed that micro-teaching activities had a positive effect on participants’ teaching knowledge and skills. Focus group interviews showed that participants had positive views of micro-teaching activities and of the teaching practice course. Mind maps showed that participants had multidimensional perceptions of the concepts of “student” and “teacher.”

Keywords: Micro-teaching, Pre-service classroom teachers, Teaching practice, Mind map, Interview