Akademik Veri Yönetim Sistemi
5. BİLSEL INTERNATIONAL KIBYRA SCIENTIFIC RESEARCHES CONGRESS BOOK, 5 - 06 Temmuz 2025, ss.269-274, (Tam Metin Bildiri)
This study aims to examine the assumed effects of micro-teaching applications on the self-efficacy beliefs of prospective English language teachers. As a section of an extended doctoral dissertation, a retrospective survey was administered to nine volunteer participants subsequent to micro-teaching applications performed during an academic semester. In this study, which was carried out in Hatay, the city most affected by the February 6, 2023 earthquake disaster, the originally planned class observations and interviews could not be carried out. Alternatively, a retrospective content analysis was applied to gain understanding of participants' professional growth experiences. As a result of the analysis, five main categories emerged: professional development, teacher qualifications, teaching materials, classroom management and teaching strategies. Within these, professional development appeared to be the most prominent theme, with participants highlighting notable improvements in teaching experience, self-assessment, and teaching confidence. Moreover, the findings revealed enhanced classroom management skills, increased design of materials for different age groups, and the ability to provide student engagement and motivation. Importantly, a large number of participants reported that the micro-teaching experience enabled the development of teacher identity and extended professional development. These results emphasize the educational value of microteaching, particularly in interrupted educational settings, and provide implications for improving teacher preparation programs by means of reflective practices.
Note: This study was derived from the qualitative data of the researcher's doctoral thesis published at Çukurova University in 2025.
Keywords: self-efficacy beliefs, micro-teaching, retrospective analysis, prospective teachers