Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS CreditsLast Updated Date
8EMB065Microteaching2+0+02407.10.2026
Course Details
Language of Instruction Turkish
Level of Course Unit Bachelor's Degree
Department / Program Pre-School Teaching
Type of Program Formal Education
Type of Course Unit Elective
Course Delivery Method Face To Face
Objectives of the Course This course aims to enable pre-service teachers to: (A1) understand the basic concepts and principles of effective teaching and learning and teachers ` professional competencies, attitudes, roles and behaviours; (A2) critically examine the scope, theoretical foundations, benefits and limitations of the micro-teaching method; (A3) prepare an activity plan based on active learning that is appropriate for preschool children; (A4) implement the planned activity in class through micro-teaching and improve the video-recorded practice through peer feedback and self-evaluation.
Course Content Basic concepts and principles of effective teaching and learning; teacher qualifications and competencies, professional attitudes, roles and behaviours; definition, scope, purpose, foundations and history of micro-teaching; benefits, limitations and criticisms of micro-teaching; micro-teaching in the world and in Türkiye; preparing activity plans in preschool; active learning activities and teaching skills; implementation steps and principles of micro-teaching; micro-teaching practice focusing on attracting attention, giving instructions, using materials, questioning and wait time, handling children ` s responses, reinforcement, feedback and closure; peer feedback, self-evaluation and transfer to the real classroom.
Course Methods and Techniques Lecture, question and answer, discussion, modelling, micro-teaching practice and video recording, peer observation and feedback, self-evaluation, development portfolio.
Prerequisites and co-requisities None
Course Coordinator Asist Prof.Dr. Mehmet Ceylan mehmet.ceylan@hku.edu.tr
Name of Lecturers Asist Prof.Dr. Mehmet Ceylan mehmet.ceylan@hku.edu.tr
Assistants None
Work Placement(s) No

Recommended or Required Reading
Resources Şahan, H. H., & Küçükoğlu, A. (Eds.). (2024). Kuramdan uygulamaya mikro öğretim [Micro-teaching from theory to practice] (3rd ed.). Pegem Akademi.
Ministry of National Education. (2017). General competencies for the teaching profession. Directorate General for Teacher Training and Development.
Ministry of National Education. (2024). Türkiye Century Maarif Model preschool education curriculum.
United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development (A/RES/70/1). https://sdgs.un.org/2030agenda
İnaltun, H., & Yalvaç Ertuğrul, E. (2025). Pre-service science teachers ` identification and analysis of effective and ineffective teaching practices in the micro-teaching process. Turkish Journal of Educational Sciences, 23(3), 2908–2934. https://doi.org/10.37217/tebd.1766602
Yeşilyurt, E. (2021). The micro-teaching method and development of a sample assessment form. Journal of the Human and Social Science Researches, 10(4), 3156–3172. https://doi.org/10.15869/itobiad.901409
Council of Higher Education. (2011). Turkish Higher Education Qualifications Framework (TQF-HE). https://tyyc.yok.gov.tr
Course Notes Şahan, H. H., & Küçükoğlu, A. (Eds.). (2024). Kuramdan uygulamaya mikro öğretim [Micro-teaching from theory to practice] (3rd ed.). Pegem Akademi.
Ministry of National Education. (2017). General competencies for the teaching profession.
Ministry of National Education. (2024). Türkiye Century Maarif Model preschool education curriculum.
The activity plan template, observation forms and child role cards are shared via Google Classroom.

Course Category
Education %100

Planned Learning Activities and Teaching Methods
Activities are given in detail in the section of "Assessment Methods and Criteria" and "Workload Calculation"

Assessment Methods and Criteria
In-Term Studies Quantity Percentage
Mid-terms 1 % 40
Final examination 1 % 60
Total
2
% 100

 
ECTS Allocated Based on Student Workload
Activities Quantity Duration Total Work Load
Course Duration 14 2 28
Hours for off-the-c.r.stud 14 3 42
Assignments 3 5 15
Mid-terms 1 8 8
Final examination 1 27 27
Total Work Load   Number of ECTS Credits 4 120

 
Course Learning Outcomes: Upon the successful completion of this course, students will be able to:
Bilgi 
1 Distinguishes the concepts of education, learning, teaching, instruction and effective teaching.
2 Explains teachers ` professional competencies, attitudes, roles and behaviours within the framework of the MoNE (2017) General Competencies for the Teaching Profession.
3 Explains the definition, theoretical foundations and historical development of micro-teaching.
Beceri 
4 Discusses the benefits, limitations and criticisms of micro-teaching based on research findings.
5 Prepares an activity plan based on active learning appropriate for preschool children and relates the plan to the MoNE (2024) field skills and learning outcomes.
6 Implements the planned activity with peers in the role of children following the steps of micro-teaching and observably demonstrates a targeted teaching skill.
Yetkinlik 
7 Evaluates peers ` practices descriptively with an observation form and gives criterion-based, constructive feedback while observing recording and confidentiality rules.
8 Analyzes peer evaluations and observations of their own practice and revises their plan with justification.

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 Course introduction. Basic concepts and principles of effective teaching and learning Weekly reading. Study questions: Are a "good teacher" and an "effective teacher" the same? How do we know an activity went well? Syllabus; Şahan & Küçükoğlu (2024), Ch. 1, pp. 7–9
2 Teacher qualities and competencies; teachers’ professional attitudes, roles and behaviours Weekly reading. Study questions: Which professional skill indicators can be observed in a ten-minute practice? In which preschool teacher role do you see yourself as weakest? Şahan & Küçükoğlu (2024), Ch. 1; MoNE (2017)
3 What is micro-teaching? Scope, aim, importance, foundations and history Weekly reading. Study questions: What distinguishes micro-teaching from "short lecturing"? Is micro-teaching a teaching method or a teacher training technique? Şahan & Küçükoğlu (2024), Ch. 2, 3 and 6
4 Benefits, limitations and criticisms of micro-teaching; micro-teaching in the world and in Türkiye Weekly reading. Study questions: Which skills become impossible to measure when peers play the "child" role? How does being on camera change performance? Şahan & Küçükoğlu (2024), Ch. 4, 6 and 7; optional: İnaltun & Yalvaç Ertuğrul (2025)
5 Preparing lesson plans; activity plans in preschool Weekly reading. Study questions: How does the same activity differ for 36–48 and 60–72 months? Which part of an activity should be chosen for a ten-minute practice? MoNE (2024), p. 14, pp. 114–118 and Appendix 8; syllabus Appendix 3
6 Preparing active learning activities appropriate to the topic; teaching skills Weekly reading. Study questions: What makes an activity "active"? How is feedback that makes visible what the child did constructed? Şahan & Küçükoğlu (2024), Ch. 5, pp. 103–107; MoNE (2024), p. 114
7 Implementation steps and principles of micro-teaching; modelling the skill Weekly reading. Study questions: Why is revising the plan after practice important? What does "constructive" feedback mean? Şahan & Küçükoğlu (2024), Ch. 5; syllabus Appendices 3–7
8 Midterm exam Review of weeks 1–7 Şahan & Küçükoğlu (2024); MoNE (2017); MoNE (2024)
9 Micro-teaching practice. Skill focus: gaining attention, motivation and opening the activity Weekly reading. Study questions: Are gathering children ` s attention and arousing their curiosity the same? Own activity plan; syllabus Appendices 4 and 7
10 Micro-teaching practice. Skill focus: giving instructions, using materials and the smart board Weekly reading. Study questions: How do we know an instruction is age-appropriate? When does material attract attention and when does it distract? Own activity plan; syllabus Appendices 4 and 7
11 Micro-teaching practice. Skill focus: questioning and wait time Weekly reading. Study questions: How many of your questions make the child ` s thinking visible? What is the difference between repeating and rephrasing a question? Own activity plan; syllabus Appendices 4 and 7
12 Micro-teaching practice. Skill focus: handling children ` s responses and unexpected situations Weekly reading. Study questions: How should a "wrong" answer be received? How is a distracting question postponed? Own activity plan; syllabus Appendices 4 and 7
13 Micro-teaching practice. Skill focus: reinforcement, feedback-correction and closure Weekly reading. Study questions: What is the difference between "Well done" and descriptive feedback? How is children ` s thinking made visible at closure? Own activity plan; syllabus Appendices 4 and 7
14 Final implementations; transfer from micro-teaching to the real classroom Weekly reading. Study questions: Which skill you gained will work the same way in a real classroom? Which skill do you still need to practise? Own activity plan; Şahan & Küçükoğlu (2024), Ch. 4 and 5; MoNE (2017)
15 Overall review Preparing the development portfolio (original and revised plan, self-evaluation report) Syllabus
16 Final: submission and evaluation of the development portfolio Preparing the development portfolio (original and revised plan, self-evaluation report) Syllabus

 
Sustainable Development Goals
Contribution of Learning Outcomes to Programme Outcomes
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14
All 4 5 4 5 5 5 3 4 2 4 4 4 3
In1 2 3 4 3 2 2
In2 2 3 2 2 3
In3 3 4 2 3
Sk4 2 3 2 5 2 4 2
Sk5 4 5 3 5 3 2 2 4 2
Sk6 3 3 2 5 5 3 3 2 4
Co7 3 2 4 3 4 2 4 3
Co8 2 3 2 4 5 4 2 4 2 2 4 3 2

  Contribution: 1: Very Slight 2:Slight 3:Moderate 4:Significant 5:Very Significant