Arsal, Zeki2021-06-232021-06-2320140261-97681469-5928https://doi.org/10.1080/02619768.2014.912627https://hdl.handle.net/20.500.12491/7783This study examined the effect of microteaching on pre-service teachers' sense of self-efficacy in teaching using a pre-test/post-test quasi-experimental design. The sample of the study consisted of 70 pre-service teachers on a special education teacher preparation programme. The pre-service teachers in the experimental group were exposed to microteaching training for one semester. The Teachers' Sense of Efficacy Scale was administered to all pre-service teachers as a pre-test at the beginning and as a post-test at the end of the semester. The results revealed that the pre-service teachers in the experimental group showed statistically significant greater progress in terms of sense of self-efficacy in teaching than those in the control group. In addition, the results highlighted that microteaching had a positive impact on developing pre-service teachers' sense of self-efficacy in teaching.eninfo:eu-repo/semantics/closedAccessMicroteachingSelf-efficacy in TeachingPre-service TeachersSpecial EducationArticle10.1080/02619768.2014.9126273744534642-s2.0-84907590332Q1WOS:000342236200005Q3